高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》

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教学设计模块五第一单元John Snow Defeats “King Cholera”

教学设计基本信息名称John Snow Defeats “King Cholera” 执教者课时 1 课时所属教材目录人教版高中英语 Module5 Unit1教材分析本单元主题是 Great Scientists 。

Reading 部分介绍英国著名医生 John Snow 是如何通过考察、分析、探究的科学方法，发现并控制霍乱这种传染病的。

学情分析学生掌握了一些基本的阅读技巧，但是对科学工作不是很熟悉，内容有一定的难度，所以有必要给学生搭建脚手架。

另外学生口头表达能力较弱，可以适当的通过合作的形式，提高学生的参与度。

教学目标知识与能力目标学生了解 John Snow 是如何通过科学的手段战胜霍乱的；帮助学学生通过预测，表格，等形式提取和处理文章信息；能够通过合作复述课文。

过程与方法目标首先利用“ Who am I ”活动，激发学生的兴趣；之后通过预测、 Skimming 、 Scanning 、 Exploring 、 Lecture-giving 等一系列活动，培养学生的阅读技能和语言综合能力。

情感态度与价值观目标感悟和体验科学家严谨的态度，无畏的科学精神；引起学生对霍乱等传染性疾病病人的人文关怀。

教学重难点重点运用快速阅读和精读方面的一些技巧，了解文章大意和细节；初步学习作科学报告。

难点调动学生积极地进行语言训练。

教学策略与设计说明本课主要采用 skimming, scanning, lecture-giving 等教学手段，利用自主、合作和探究与直观形象的多媒体结合，激发学生的兴趣，充分调动学生的积极性，发挥学生的主体作用。

1 ．通过 skimming ，整体感知文章内容；通过 scanning 探究细节问题；通过 Grammatical Filling 和 Lecture 等进行语言能力方面的训练。

2 ．通过 lecture-giving, 使学生体验科学家的严谨。

高中英语_John Snow defeats “King Cholera”教学课件设计

• 2. To improve the reading skills and ability.
• 3. To learn about noble qualities of great scientists.
Main tasks:
Reading skills
Fast reading
Second reading using skills
defeats discovered that …
looked into the source of the water
“ki5ng
found that… told the astonished people to remove …
cholera” had shown that …
6
found supporting evidence from... was able to announce with certainty that …
Reading skills:
Skimming (title…) Scanning (key words…)
Task4. Filling in the form
What did John Snow do ?
Para.
2 3 4 5 6 7
What John Snow did (verbal phrases)
Task2. Skimming the whole passage • What’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

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

Mark on a map
findings
Some places had so many deaths. Some places had no death.
conclusion
The water from the pump was to blame.
Para 5 Analyze the results:
20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….
They didn’t drink the water from the Broad Street pump.
These families worked in
7
the pub at 7 Cambridge Street.
Careful reading
Read the passage carefully and find the numbers below as well as the relevant happenings in the passage.
thousands of
two theories
Thousands of terrified people died every time when cholera broke out.
Yuan Longping
1. She is Chinese. 2. She is the first Chinese female scientist
to win the Nobel Prize in Medicine.
Tu youyou
What characteristics do they have in common?

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》
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。

高一英语JOHN SNOW DEFEATS “KING CHOLERA”教学设计

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。

JohnSnowDefeats“KingCholera”说课稿

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。

高中英语_高中英语必修五第一单元阅读课 John Snow Defeats King Cholera教学课件设计

pick out the key information. ●Read quickly and silently.
Task 1
Main idea
The text is mainly about a famous doctor who called J_o_h_n_S_n_ow_defeated__c_h_o_l_e_ra_ based on the _s_e_c_o_n__d_theory: people a_b_s_o_rb_e_d_this disease into their bodies with their meals.
• Theory two: when people 4. _a_b_s_o_r_be_d__this disease into their bodies with their meals. Their bodies were attacked.
Read the text carefully and fill in the blanks.
lived on a 6.__m__a_p__.
Many deaths happened here.
pump
. No death happened here
The water from the pump was to blame.
What did he do next?
Stage 5
Analyze
2.A legendary figure in epidemiology(流行病学) and anesthesiology(麻醉学).
3.He attended Queen Victoria as her personal physician.
How did he solve this problem?

高中英语《John Snow defeats “King Cholera”》优质教学课件设计

• Look at the title and scan Paragragh1 to the answer two questions.
1. Who is John Snow ?
John Snow was a famous doctor in London, Queen
Victoria’s personal physician, also a scientist.
marked on a map the exact places… also noticed that… made further investigations discovered that …
“king
5
cholera
”6
looked into the source of the water found that… told the astonished people to remove … had shown that …
John Snow defeats “King Cholera”
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.
John Snow was a famous doctor in London in the 19th century. He wanted to _def_e_a_t cholera in order to help_ ordinary people exp_osedto it. In 1854 when a cholera broke out, he began tog_ather information. Hem_arked on a map where all the dead people had lived laonodke_d into the source of water, finding that water was tbolame . So he told peoplerteom_ove the handle of the pump of the polluted water. He suggested that the _sour_ceof all water supply be e_x_a_mined. Finally, “King Cholera” was defeated.

Unit1GreatScientists━━━Reading：JohnSnowdefeats“Kin

Unit 1 Great Scientists ━━━ Reading：John Snow defeats “King Cholera”教学设计(人教版高中英语必修五第一单元 )发布时间：2021-04-30T15:19:35.867Z 来源：《中小学教育》2021年第3期作者：江泽环[导读] 本节课是一节阅读课江泽环广东省南澳县南澳中学广东省南澳县 515900文本分析本节课是一节阅读课。

内容选自人教版高中英语必修5 Unit 1的Reading部分。

本部分介绍了英国著名医生John Snow 是如何通过考察、分析、探究的科学方法，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、勇于探索、认真分析的科学精神，了解科学发现的全过程具有其科学的严密性。

学情分析本班学生是学校的普通班之一，基本都是英语学困生，虽然经过了高一一整年的英语学习，词汇量有所增加，但口头表达能力很差，获取、分析和处理阅读信息的能力很薄弱，有待提高。

教学目标在本节课学习结束时，学生能够：1. 懂得科学探究的基本步骤和要素；2. 利用思维导图获取、分析和处理文章内容的关键信息，把握其篇章结构，加深对文章的理解。

3. 借助思维导图复述文本。

教学重点如何把文本内容设计成简单易读的思维导图，化繁为简，降低学生的阅读难度。

教学难点如何引导学生借助思维导图复述文本，实现语言的输出。

教学资源教材、多媒体课件、学案、黑板和粉笔教学过程Pre-readingTask 1: Are you familiar with the following great scientists? Match the pictures with the contributions. （自主学习）a. The theory about black holesb. The theory of relativityc.The three laws of motiond. The invention of the light bulbe. The discovery ofradium(设计意图：通过图片中的人物和贡献的搭配，让学生了解科学家对人类的贡献及其成果，激发学生的兴趣，快速进入课堂参与。

人教版英语必修五Unit 1(John Snow defeats_King Cholera)教学教案

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。

高中英语_John Snow defeats “King Cholera”教学设计学情分析教材分析课后反思

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。

高中英语_John Snow defeats King Colera教学课件设计

People drank water from the pump in _B_r_o_a_d_ Street.
Most died.
Families were given free beer in the pub at _C_a_m__b_r_i_d_g_e _S_t_r_e_et_.
People removed the _h_a_n_d_le_ from the water pump.
Find two other deaths in another part to make sure of the conclusion
7.Make a conclusion
The water is to blame. The source of all drinking water should be
And theory 1 was wrong.
_E_x_a_m__in__e the source of all the water supplies.
What method did he use?
Many deaths happened here. pub
No death happened here. The water from the pump was to blame.
1.What’s the theme of the text?
John Snow defeats the “King Cholera”
2.What’s how John Snow found the cause of cholera and the cure for it.
A. Charles Darwin B. Archimedes C. Thomas Edison

高中英语 Unit 1 Great Scientists ReadingJohn Snow defeats king cholera教学设计新人教版必修5

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。

高中英语：John Snow Defeats King Cholera定稿

John Snow defeats “king cholera”【主题与课时】人教版高中英语M5U1 Great Scientists: Reading，1课时。

【设计者】嘉兴一中郁晓丽【课标要求】能从课文John Snow defeats “king cholera”中获取主要信息，了解科学发现的全过程，感悟科学家周密观察、勇于探索、认真分析的科学精神。

【学习目标】1.通过对标题和教材图片的解读，理解两者在文本中的作用，合理预测文章的主要内容，提升预测能力。

2.运用细读技能，探究科学研究的基本步骤和过程，增强解决实际问题的能力，提升思维品质。

3.通过深读并借助文中语句，归纳John Snow这位科学家的优秀品质，感悟科学家周密观察、勇于探索、认真分析的科学精神，增强文化意识。

【评价任务】1.阅读标题和图片，预测文章主要内容，完成目标1。

2.综合运用所学开展调查研究，找出校园河水死鱼的原因并提出建议，完成目标2。

3.归纳John Snow优秀品质和科学精神，为John Snow写墓志铭，完成目标3。

【学习过程】资源与建议1.本文选自人教版必修5第一单元，讲述科学家John Snow如何开展科学研究，找出了1854年伦敦霍乱的起源，控制住霍乱的进一步爆发。

本文属于报告类体裁，具有很强的代表性，为后续同类文章的学习积累方法和经验，为阅读类似文章奠定基础。

2.本主题学习大致按照以下流程开展：看小视频引入话题→预测课文内容→细读文本了解细节→探究科学研究的步骤→运用科学研究步骤开展调查研究解决实际问题→归纳John Snow优秀品质、感悟科学精神，为John Snow写墓志铭。

3.本主题重点是基本阅读技能——预测、略读、细读等的训练。

难点是如何利用科学研究的步骤，开展小组调查研究活动，解决实际问题。

你可以通过任务1的完成来突破本节课的难点。

前备知识预习教材P91-92词汇；通过网络，初步了解John Snow和cholera相关背景信息；复习Women of achievements和Working the land两个单元中关于科学家贡献和品质的描述。

高中英语_高中英语必修五第一单元阅读课 John Snow Defeats King Cholera教学设计学情分析教材分析课后反思

小组活动，假如你是记者要采访John Snow。
设计与John Snow的对话。
增强学生对科学家的兴趣和对文章的了解，提高口语表达能力，增强小组凝聚力。
所有的小组都能积极参与，畅所欲言。但在展示环节，有个别小组自信心不高，没有上台参与。
总结与升华
通过引导学生了解John Snow的事迹பைடு நூலகம்贡献，树立正确的人生观与世界观。
学生明显意识到了身上的责任，学习积极性提高。
必修五第一单元阅读课效果分析
教学环节设计
目标指向
学生当堂学习效果评测结果及分析
速读：概括文章大意
提高学生提取关键信息，概括中心大意。
学生能够借助黑板上的提示能概括大意。
细读：同桌讨论，完成表格和思考题
掌握科学调查的过程与细节。
大多数同学理解题意，完成的很好。但极个别学生过于担心犯错，参与性不太强。
开阔思维，加深对文章的了解。

John Snow Defeats “King Cholera”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 aims 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 reading skills 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 about 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 activity I can a rouse the students’ interest of study and bring in new subject. Step3.Prediction for readingI’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 first sentences 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 comprehension. 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 are open-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. Tell 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 and on 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。

高二英语必修五JohnSnowDefeatsKingCholera

专家点评
教材与学情分析均比较到位。

教学目标表述清楚、易理解，便于实施。

符合课程标准要求，符合学科的特点，符合学生实际状况。

体现学生知识、能力、情感、思想与创造思维等方面的发展要求。

教学思路清晰，课堂结构严谨，教学密度合理。

面向全体，体现差异，因材施教，全面提高学生素质，传授知识的理和训练能力的度适中，突出重点，抓住关键给学生创造机会，让他们主动参与，主动发展体现知识形成过程。

教学方法灵活多样，用到了任务型教学法，并开展小组活动，让学生成为课堂的主人。

符合教材，学生和教师实际教学信息多项交流，反馈及时，矫正奏效。

从实际出发，运用现代教学手段。

若教学设计完全用英文呈现会更好。

在教学目标的设定与表述时，应该以学生为主体，用更多的行为动词而不是心理动词。

教学设计中应包括教学评价的设计，例如口头检测，学生检测，教师检测等。

教学反思应该包括自己对于这节课的优缺点两方面，这样以便下次的改进。

John Snow Defeats King Cholera 说课稿

John Snow Defeats King Cholera 说课稿各位评委老师好。

我说课的题目是高中英语必修5第一单元Great Scientists的阅读课内容。

此内容为本单元的第一课时。

我主要从教材分析、教法和学法、教学过程、板书设计这四个方面来分析本课。

I教材分析：①教材简介：在这节课，学生将学习Warming Up、Pre-reading、Reading。

本单元主题是Great Scientists。

本单元的话题是科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。

Warming Up部分以问答比赛的形式进行，通过十组问题，引导学生回顾不同领域不同时代的10位科学家，了解他们对人类的贡献及其成果。

Pre-reading部分通过对几个问题的讨论，让学生了解关于霍乱等传染病的常识，并初步了解得出科学观点所需要的基本程序，为完成阅读奠定基础。

Reading部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制霍乱这种传染病的。

②教学目标：根据教材内容和高中英语课程标准，我拟定下列教学目标：A语言知识目标：使学生掌握重点词汇、短语和句型，进一步熟悉科学文化方面的话题B语言技能目标：使学生能从文章中获取和处理主要信息C情感态度目标：使学生保持学习英语的愿望与兴趣，主动参与有助于提高英语能力的活动③教学重点：因为本组教材的重点了解项目是John Snow破解霍乱难题，所以本课的教学重点是使学生了解John Snow是如何破解霍乱难题的。

④教学难点：考虑到学生拓展阅读能力、语言输出能力等方面还需进一步努力，所以本课的教学难点确定为：如何使学生用恰当英语谈论、描述科学家以及他们的故事。

II教法和学法：①教学方法：引导学生独立思考、合作学习，进行师生、生生互动的任务型教学，设计了多个易于操作的任务型活动。

此课主要处理好教学的三个阶段：即Pre-reading、Reading、Post-reading。

John Snow defeats King Cholera 说课稿

Good afternoon, distinguished judges! I’m very happy to be here to present my design of a reading lesson with you. Before we start, please allow me to make a brief self-introduction. My name is 。

. I was graduated from 。

, majoring in English. And now I am studying English translation at 。

. During my first year of graduate school, I set English teacher as my career goal and intentionally participated in some teaching practice. I found a part-time job after my study, tutoring 5th and 6th grade students in elementary school to prepare for Cambridge English: Key and Preliminary English Tests, during which I was independently responsible for a series of teachers’ daily tasks such as designing lessons, making PowerPoint presentations, giving lectures, grading homework, setting test papers and so on, so I have a certain foundation for the teaching career. However, since I am not an English teaching major, I did not have a systematic and profound study of teaching methods and other theories, my educational expertise may be a little lacking. I will definitely try to catch up in my future study and work, learn from my seniors, accumulate experience, grow with my students, and strive to be a good teacher with ideals and beliefs, moral sentiments, solid knowledge and a heart of benevolence.Okay, then let’s come back to the class design. My presentation is divided into four parts—analysis of teaching materials and students, teaching methods and procedures. Now, I am going to introduce them one by one.Let’s get started with the analysis of teaching materials, which consists of three parts—the analysis of the teaching text itself, the teaching objectives, the teaching key and difficult points. First, the analysis of teaching text.The passage John Snow defeats King Cholera is from New Senior English for China, Module 2, Unit 1 “Science and Scientists”. It is the first part of this unit after a simple lead-in so plays a foundational role in the future study of vocabulary and structure, and an introductory role in the rest parts of this unit, the following parts of listening, speaking and writing.Following the steps of scientific research and the chronological order, the passage tells about how the famous British physician, John Snow, found out the cause of the infectious disease, cholera and controlled it.Second, the analysis of teaching objectives.I set teaching aims from three levels.Number 1, the lexical level:At the end of the class, students are expected to absorb the text from both language and meaning. On the one hand, they need to master the new words and phrases, some useful expressions and other language points in the passage. On the other hand, they should comprehend the whole article, figuring out John Snow’s every research step and the whole research process of cholera.Number 2, the ability level:After this class, I hope students can improve their reading skills, like skimming for the needed information, reading carefully for details, grasping the main idea and the author’s attitude. In addition, as we all know, reading is a passive form of English learning, while speaking and writing are active ones. So students in my class are also required to apply what they have learned in the passage into their own speaking and writing. So I prefer guiding them to deliver a speech or write an essay about scientists step by step.Number 3, the emotional level:This level is beyond the language. During this lesson, students will appreciate the scientific spirit of careful observation, brave exploration, and rigorous analysis in great scientists. I will try tostimulate their interest in science and cultivate their ability of critical thinking.Third, the analysis of teaching key and difficult points.Based on the requirement of the syllabus and students’ characteristics, the most important part would be to help students master the language points and grammatical knowledge in the passage and get a general idea of the whole passage.The difficulty is to guide students to express their own ideas in English by writing an essay or delivering a speech, which means to achieve the transition from the input to the output.After an overall analysis of the teaching materials, I need to get down to know my students. Since I lacked actual experience in high school teaching and did not know much about the students’ level of English proficiency and learning progress, I analyzed the students mainly from two aspects: their learning interest and knowledge background.High school students are at a stage full of curiosity and the desire for exploration, so I think most of them, especially those who are better at science subjects, will be interested in this text. Through this text, they can experience the charm of scientific research and the qualities of a great scientist. As for the knowledge background, in the past three years, students experienced Covid-19 epidemic personally and got some knowledge of the cause, harm, prevention and control measures of infectious disease in modern life but they still know little about those of cholera and the traditional research measures. So before having students read the text, I will add some background information about research measures, John Snow and cholera.The third part is the analysis of teaching methods. I mainly use task-based teaching method and communicative approach in this class.In order to fulfill all theses things I have mentioned, here come my teaching procedures.The first part would be the lead-in. Firstly, I would play a five-minute video centering around scientific methods, which is closely connected with the task 1 “ordering different stages of scientific research” and what we are going to explore in this lesson. I suppose this video can motivate my students and facilitate my teaching.Next I will briefly introduce the main character of this article, John Snow, and the infectious disease, cholera, providing students with basic background knowledge to support their reading. My second procedure would be skimming for the general idea. I would let students do the fast-reading first and get the rough idea of the passage, with a time limit of 5 minutes. To prevent students from wandering off, I will set some simple questions for students to read for answers. This kind of Q&A can test students’ general understanding of the whole passage and help them get familiar with the organization of the passage.My third step would be reading between the lines. That is to understand the passage from the lexical and syntactic aspects. Let’s take the first and second paragraph as an example. Firstly, there are some previously learned but important language points I will emphasize again, like the three similar expressions “used to do”, “be used to do” and “be used to doing” in the first sentence. Secondly, there are many new and difficult words and phrases I will pay special attention to, like “severe”, “attend to” and “once and for all”. I will list some related words or offer more example sentences for students to infer their meanings in specific contexts. Thirdly, there are some difficult sentence structures, like the predictive clauses “One theory was that......”, “Another was that......”. Since we will learn this structure systematically later, here I will remind students to notice its characteristic so as to prepare for the following study. After explaining each paragraph, I will set up a brief summary or review session to re-emphasize the key points of the text and to checkstudents’ participation in the lesson.For my fourth procedure, that would be the output. The first level is the task 3 and 4 in our textbook, which can help students sort out the organization of the whole text. The second level is the task 6, a panel discussion. Students will be divided into several groups to exchange their views. After sharing their ideas, representatives of each group may get the chance to voice out their opinions.My last step would be giving assignment, writing an essay on the theme of “the scientist you admire most”. They need to employ at least 5 new expressions and 2 sentence patterns we have learned. After the first four procedures, students only need to consider how to piece together all these individual parts and add some content with their own characteristics.That’s the end of my class. I hope my students can not only acquire knowledge, but also form a deeper understanding of scientific spirits. That’s all for my presentation. Thanks for your attention.。