高中英语_John Snow defeats “King Cholera”教学课件设计
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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。
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。
Instructional DesignJohn Snow Defeats “King Cholera”Teacher: JoannaType: ReadingDuration: 40 minsLearning objectives:1.Students can understand the meaning of new words like “ attend, expose to, victim, absorb, etc.”2.Students can use skimming and scanning skills to get information from the passage.3.Students can know the steps of solving a problem.Key and difficult points:1.Students can have a clear clue about how John Snow defeated cholera.2.Students can think critically when they read the passage.Teaching Procedure:Step 1 Lead-inActivity 1 Free Talk (5 mins)T: Good afternoon, class. Have you ever watched Olympic Games in Rio during this summer holiday?S: Yes, we have.T: Then did you know the news that the swimming pool there turned green?S: Yes.T: That’s great! So now we have a problem here. The swimming pool gets green. If we want to solve the problem, what should we do? What’s your opinion, S?S...T: If we have a problem,usually we need to find out what causes the problem, and then we can have some solutions, right? Then what exactly should we do during this process? Today let’s find out it together. Ok? Please turn to page 2.Justification: Talking about the Olympic Games’ news can get students interested in the swimming pool case and lead them to think about how to solve a problem. It can help students to find out how John Snow solve the problem.Step 2 While-readingActivity 1 Analyze the title(5 mins)Introduce the author( name card)Name:John SnowHe lived in______Job: doctor/physicianHe attended____________as her personal physician.His interests: to help_____________________.Know more information about “cholera”It was the___________of its day.Many people died every time there wasan outbreak.Neither ______________ was understood.Justification: It can help students have a clear idea of John Snow and Cholera. Activity 2 Skim the text and fill in the blanks (8 mins)Please read through the passage quickly and fill in the blanks.Paragraph Stages in an experiment Examples in the passage1 Find a problem So many thousands ofterrified people died everytime there was anoutbreak.2 Make a question What caused the cholera?3 Think of a method Mark on a map the exactplaces where all the deadpeople had lived.4 Collect results Carry out investigationsand gather information.5 Analyse the results Analyse the water to see ifthatis the cause of the illness.6 Find supporting evidence Find other evidence tosupport the analysis.7 Draw a conclusion The water is to blame. Thesource of all drinkingwatershould be examined sothat it is safe. Justification: Students can use their skimming ability to have a clear clue about how the passage develops.Activity 3 Scanning (14 mins)Read paragraph 2 and find out two theories that John Snow was interested in. Theory 1: Cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims.Theory 2: People absorbed the disease into their bodies with their meals.Q1: Which one did John Snow suspect was correct?Q2: What did he need to prove the theory?Read paragraph 3 and find out detailed information about how he began to gather information.Another outbreak hit_______ in_______.In two particular streets, the cholera was so severe that more than______ people died in ten days.Read paragraph 4 and study the map of Broad Street carefully.Q1: Where did he find many deaths?Q2: Where did he find there was no deaths?Q3: Had he foreseen this result?Q4: Why did this happen?Q5: Did he find some evidence?Read paragraph 5 and find out how John Snow analyse the results.Read paragraph 6 and find the supporting evidence John Snow has found.Read paragraph 7 and find John Snow ’s conclusion and his suggestion.Draw a conclusion: _________ is to blame. The source of all drinking water shouldJohn Snow looked into the source of the ________ for these two streets. He found that it came from the river________ by the dirty water from London. Remove the handleThe disease slowed downTwo other deathsA woman and her daughter who lived far away but drank the water also died.be examined so that it is safe.Justification: Students can use their scanning ability to get detailed information from the passage.Step 3 Post-reading (8 mins)Activity Group discussionWhat kinds of characteristics did John Snow have as a scientist? Can you find evidence in the passage to prove your idea? Discuss with your partners.For example: Johh Snow was very kind and helpful. Evidence: He was an expert physician but he become inspired when he thought about helping ordinary people. Justification: Students can learn to cooperate with each other in the group discussion and think critically.。
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”。
JohnSnowDefeats“KingCholera”说课稿John Snow Defeats “King Cholera”Good morning,everyone! I hope you will enjoy my speech. My topic is the reading passage Great Scientists, which is in unit 1 book 5. I’d like to divide my speech into four parts namely my understanding of this lesson;teaching theories, methods and aids;teaching procedures and blackboard design.I. Now let’s start with part 1. My understanding of this lesson:1. At first I’d like to introduce the analysis of the teaching material.This lesson is a reading passage, which plays a very important part in teaching this unit because we should lay particular emphasis on the students’ reading ability. It focuses on the students' abilities to gather information; deal with information; solve problems and the abilities to think and express in English. By studying this part, the students can improve their reading ability; learn more about King Cholera. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The students should do some listening, speaking, reading and writing, too. Of course, the students should receive some moral education.2. Now I’ll talk about my teaching a ims of this periodThe knowledge aims of this period are to enable the students to master some useful words and expressions and by the end of the lesson, the students will have a better understanding of the meaning and structure of the text.And developing the students reading ability by fast reading and intensive reading and letting them learn different readingskills are the ability aims.For motional aims I’ll stimulate the students’ sense to form a good habit of keeping healthy.3. In my opinion teaching important points in this period is how to improve the student’s reading ability.Teaching difficult points are how to understand the text better and how to use the learned phrases and sentences to retell the text.II. Now let’s focus on the second part a bout my teaching theories, methods and aids: Before the lesson, we should keep in mind something about students. In my class some students have known something about the topic, because they have talked about it in the previous period ---warming up and speaking. But some long sentences are difficult for them to understand. They don’t often use English to ex press themselves and communicate with others. Some students are not active in class because some are afraid of making mistakes while speaking. So during the lesson, I arrange a variety of activities to let all the students join in them to attract their interest and make them confident and taste the joy of success.When I deal with this lesson, I’ll do my best to carry out the theories of the new curriculum, such as task-based teaching and learning; cooperative learning and interactive approach; make the students the real masters in class while I, the teacher, acts as director;combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.And I will adopt fast reading to get a general idea of the text and careful reading to get the detailed information; pair or group work to get every student to be active in class; question-and-answer activity teaching method and free discussion method to make the students smooth away the language difficulties, and retelling to sum up the whole period.I’ll make full use of modern equipment such as the multi-media to make my lesson more lively and interesting. With the aid of the computer, I think the efficiency of the lesson will be greatly improved.III. Here comes the most important part, the teaching procedure s:I have designed the following steps to train the students’ ability of listening, speaking, reading and writing, especially reading ability.Step1.RevisionAs it is the second period of this unit, I’ll check the student s’ homework first and then get a student to tell the class what the king cholera is. Thus I can offer a chance for the students to review the content in the first period.Step2.Lead-inI will lead in the topic of the unit by showing the students a short film about king cholera in England. And then discuss some questions to lead in the topic.Through this act ivity I can a rouse the students’ interest of study and bring in new subject. Step3.Prediction for reading I’ll get the students to look at the title and the pictures and guess what the text might be about .It draw the students’ attention to the contain of the text..Step4. Fast readingAsk the students to read the passage quickly and get the main idea and the structure of the text. Guide the students to find out key words and sentences or pay attention to the firstsentences of each paragraph to get the main idea and the structure of the text.By doing this, I will train the students for fast reading skills to improve the students’ reading ability and let the students understand the general idea of each paragraph.Step5. Intensive readingThe students are required to focus on the whole text carefully paragraph by paragraph to locate particular information and finish the exercises on the screen. These exercises are mainly sentence judgments, choices about the text. They are designed from the easiest one to the most difficult one for different levels' Ss. The purpose is to train the students’ skills of scanning and to lead the students to find out the important facts and detailed information. I’ll ask the students to finish the exercises by cooperation and competitions. They can first help each other understand the text and smooth away the difficulties. Then I'll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through cooperation can the Ss taste the joy of success. If the Ss know their answer is right, he'll be confident and they'll surely become more enthusiastic in learning English. The purpose is to improve the students’ reading com prehension. And at the same time the students can become aware of the happiness of helping each other. Thus the students receive some moral education.Step 6.Discussion:For the students to understand the passage better, I will get the students to have a discussion in groups about some questions, which are based on the understanding of the passage and can get the student to imagine the end of the story. They areopen-ended questions, so the student can provide various answers. By doing so, I guide the students to activate their language that they have learned. Then invite some group members to report their work to the whole class to make them overcome their shyness and stimulate them to speak in public. I think the ability to use English is the most important. I gave the Ss some presents because of their excellent performances, thus enhancing their awareness of using English.Step7. ListeningPlay the tape of the passage for the students to listen and follow. Then ask them to read the text aloud. T ell them to pay attention to the pronunciation and intonation. At the some time, they can enjoy the beauty of the English language. And it can prepare the students for the retelling the text in the next step.Step8.Summary and retelling the textSince the students in the class are in different levels, first I will let them fill in the blank to get the general idea of the text. And I’ll ask the students to retell the s tory in their own words.Step9. HomeworkAt the end of the lesson, I’ll tell the students to copy the useful phrases and sentences they like in their notebook and retell the passage and write it down in their own words.I think homework is important. It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself.IV. Part 4. Blackboard designAt last, let me show you my blackboard design: The title is in the middle. Below it are the main ideas of each paragraph on the left of it are some language points mentioned in this period andon the right is the result of the competition,The Blackboard Design is to let the Ss have a clear idea to get the main content of this period, and it should be clear and artful.In this lesson, I lead the students understand the passage step by step, and help them to retell the text. In the whole period I just act as a director, giving the students some detailed task and letting the students explore the knowledge by themselves or in teamwork. The students are very active, and I fulfill the teaching aims very well. But there are some new language points in the passage, so I will explain them for the students next period.Thank you for listening。
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。