资源简介

课时内容
Understand the questioning mind
主题语境：人与社会
子主题：科学与科学家 文本分析：
Unit1 Reading and Thinking
主题群：科学与技术 语篇类型：记叙文
【What】本板块的活动主题是“理解质疑精神”。学生通过阅读约翰 ·斯诺研究霍乱的记叙 文，把握文本的时间线索，并结合约翰 ·斯诺的研究过程，梳理科学研究的基本步骤和常见 方法，了解科学研究过程的严密性和科学家善于观察、勇于探索的科学精神。
【Why】通过对文本的深入阅读，引导学生分析记叙文的篇章结构和语言特征，把握文本的 时间线索，并结合约翰 ·斯诺的研究过程梳理科学研究的基本步骤，理解图表中的信息，读 懂符号和图注的意义，并结合文字信息深入理解文章内容。通过约翰 ·斯诺的事迹理解质疑 精神在科学研究中的作用，学会批判性思考。
【How】本文是叙事性文本，呈现了约翰 ·斯诺战胜霍乱的过程。文本“双线”并行，明线 是时间，暗线是科学研究的步骤。全文共五段：第一段记述了当时欧洲霍乱的严重程度，伦 敦著名医生约翰 ·斯诺立志打败霍乱；第二段介绍了约翰 ·斯诺关于霍乱病源的假设以及他 准备开展调查；第三段介绍了约翰 ·斯诺所采用的研究过程；第四段揭示了引发霍乱传播的 真正原因；第五段总结了约翰 ·斯诺的努力对于战胜霍乱以及流行病学的重要影响和意义。 课时目标
学完本课后，学生能够：
1. 通过整体阅读活动，获取约翰 ·斯诺对霍乱的研究过程，梳理科学研究的基本步骤，概 括约翰 ·斯诺有关霍乱研究的重要性及贡献。
2.通过寻读、细读等阅读活动，提取语篇的关键信息或主题句，归纳各段大意，分析文章 结构，把握文本发展脉络，提高文本分析和概括能力，并深入理解作者要传递的深层含义。 3.理解图表中的信息，读懂符号和图注的意义，并结合文本进行深入解读。
4.判断文章体裁，借助流程图和“霍乱地图”,有逻辑地组织信息，分析、论证、推断霍乱 传播的原因，复述科学研究的过程，发表个人观点，发展逻辑性思维，学会批判性思考。
5.分析约翰 ·斯诺的科学家品质，了解质疑精神在科学研究中的作用，深度解读科学研究。
重点难点 重点
1. 获取文本的主旨大意和细节信息，了解霍乱和约翰 ·斯诺的相关信息，掌握文本主要内 容。
2.通过运用略读、寻读、细读等不同的阅读技巧，把握文本发展脉络，提高文本分析和概 括能力，并深入理解作者要传递的深层含义。
3.借助流程图和“霍乱地图”,分析、论证、推断霍乱传播的原因，复述科学研究的过程。 难点
1.对语篇进行整体阅读和理解，能判断文章体裁，理解图表中的信息，读懂符号和图注的 意义，并结合文本进行深入思考和解读。
2.了解科学研究的基本步骤，分析约翰 ·斯诺的科学家品质，了解质疑精神在科学研究中 的作用，深度解读科学研究。
教学准备 教师准备
1.了解有关霍乱以及约翰 ·斯诺的相关背景知识。 2.与主题相关的图片以及视频等。
学生准备
1.预习与霍乱有关的词汇，利用网络了解约翰 ·斯诺研究霍乱的过程和科学研究的基本步骤。
2. 了解记叙文的体裁和结构。
精彩课堂
Stepl 学习理解
活动一：感知与注意
1.Ask students to discuss the following questions. ·What infectious diseases do you know of
·Can you name some famous scientists you know and share the achievements about them Suggested answers:
·天花：Smallpox;西班牙流感：Spanish influenza;黑死病：Black Death;
肺结核：Pulmonary tuberculosis;霍乱：Cholera;艾滋病：Acquired Immune Deficiency Syndrome (简称 AIDS);黄热病：Yellow fever;非 典 ：Severe Acute Respiratory Syndrome(简称SARS);
埃博拉病毒：Ebola virus
·Tu Youyou.She was awarded the Nobel Prize because she discovered the artemisinin to cure malaria.
Yuan Longping.He was called the "father of hybrid rice".
Thomas Edison.He invented electric bulbs.He made more than 1,000 inventions during his life.
【设计意图】通过头脑风暴，让学生讨论他们知道的传染病和中外著名科学家以及他们的成 就，激活学生已有知识，让学生积极主动地参与课堂活动，为探究课文内容作铺垫。
2.Ask students to enjoy a video“The Story of Cholera”.
【设计意图】通过观看视频，学生直观了解霍乱的病源、蔓延过程等相关内容，激发对科学 的探索欲和学习兴趣。
3.Ask students to look at the title,the picture and the map of the passage.Have them guess what the passage is about.Then ask them to skim the passage to see if they are right.
【设计意图】通过阅读标题、图片和地图，预测文本的内容，激发学生对文本的好奇心，对 课文内容有初步感知，形成阅读期待。
活动二：获取与梳理
1.Read for the main idea of each paragraph.
Ask students to read the passage quickly and match the main ideas with the paragraphs. Para.1 A.John Snow decided to prove the second theory.
Para.2 B.John Snow's contributions.
Para.3 C.John Snow desired to destroy cholera.
Para.4 D.John Snow began his study by marking on a map the exact places.
Para.5 E.The truth of the infection of cholera.
Suggested answers:
Para.1-C Para.2-A Para.3-D Para.4-EPara.5-B
2.Read for detailed information.
(1)Ask students to try to put the stages of scientific research in order.(Activity 1)
Suggested answer:
(从上到下，从左到右)5-2-7-4-1-6-3
(2)Ask students to skim the passage to see if the order they decided in Activity1 is correct.(Activity 2)
(3)Ask students to scan the map and answer the following question. ·What kind of map is it
Suggested answer:
·It's Snow's cholera map.
(4)Ask students to read the passage again and complete the chart.(Activity 3)
Suggested answers:
A:air,food or water;B:marked on a map,died;C:water pump,hadn't,drinking water from the pump;D:cholera germs;E:handle
【设计意图】分析段落大意，初步感知文本内容，培养学生自主思考的能力；带着问题进行 阅读，学生学会通过找关键词、短语以及句子，系统化地处理信息，进一步了解文本的主旨 大意，理解文本细节信息和难点。通过这些活动训练学生的阅读能力，提高获取信息的准确 度。
SteplⅡ 应用实践
活 动三：概括与整合
Ask students to complete the summary.
In the early 19th century,an outbreak of cholera hit Europe,① (cause)millions of deaths.Seeing this,John Snow became frustrated because no one knew how ② (prevent)or treat cholera. At that time,doctors had two theories to explain how cholera spread. One was that bad air caused the disease and the other was that cholera was caused by germs in food or water.John discovered that in two particular streets ③ cholera outbreak was ④ -severe that over 500 people died in ten days.Through his serious ⑤ (investigate),he found it was the pump water in Broad Street ⑥ resulted in the disease.
Therefore,he had the handle of the pump ⑦ (remove).It
turned out that the water from the pump ⑧ (infect)by waste.
Suggested answers:
①causing ②to prevent③the④so⑤investigation⑥that⑦removed
⑧had been infected
【设计意图】本环节有助于学生理解课文内容。根据文章大意填出 所缺词汇，帮助学生巩固相关词汇和语言点的用法，体现了词汇为 主题服务、主题为词汇学习创造环境的理念，既对接高考题型，又 加深了学生对语篇的理解。
活动四：描述与阐释
1.Ask students to match the headers with the letters from the chart in Activity 3.Have them write A~Ein the blanks.(Activity 4)
【设计意图】引导学生运用寻读策略找关键信息，在信息匹配的过 程中培养学生的科学素养及逻辑思维能力。
2.Ask students to retell the passage with the help of the mind map below.
(
p
roblem (Para.1
)
theories (Para.2)
process (Para.3)
truth (Para.4)
solution(Para.5)
The structure of
the pass
age
)
【设计意图】结合思维导图总结文本，助力学生根据文本结构复述大意 和细节，加深学生对语篇的理解。
活动五：分析与判断
Ask students to finish the following tasks.
(1)What type of writhing is the passage
A.Narration.
B.Exposition.
C.Argumentation.
D.Practical Writing.
(2)What's the writer's purpose of writing the passage
(3)To whom does the writer write this passage
(2)To tell readers how John Snow defeated cholera and his influence on scientific research.
(3)To those who are interested in science and scientists.
【设计意图】了解阅读文本是记叙文文体，思考作者的写作目的和目标 读者。
活动六：内化与运用
1.Learn the strategy of asking questions.
Go through the sentences with students and make sure they understand
their meanings
Ask questions
One way to approach a reading passage is to ask questions about it Asking questions can help you understand the content.It can also help you think more deeply about the topic.
2.Ask students to write out the questions according to the answers. (Activity 5)
Suggested answers:
①did Snow think cholera was caused by
②did Snow have the handle of the pump removed
③was the cholera threat defeated
【设计意图】了解文本阅读的一个策略-提问，能帮助学生深入理解文 章细节，思考文本主题，并能根据课文内容，进一步思考质疑精神在科 学研究中的作用。
Step Il迁移创新
活动七：推理与论证
Ask students to read the passage again and answer the questions.
·Did it make sense for John Snow to believe in the second theory Why ·Why did John Snow mnark information on a map
·When John Snow found a sharp contrast in the death tolls between two neighbouring streets,what did this evidence lead him to conclude
·What was the most important tool Snow used to defeat cholera What common medical tools,e.g.,a microscope,didn't he use Why
·How has John Snow's work affected our daily lives
Suggested answers:
·Yes,it did.Because as long as he based his research on the right theory,it was easier for him to find the cause of the cholera.
·Because it could help him find the exact deaths in different neighbourhoods.
·This evidence led him to conclude that the water pump was to blame.
·He used maps and statistics to analyse where the deaths occurred.
He didn't use a microscope,for example.He didn't test the water,nor did he draw blood or examine patients.
The reason he did not use medical equipment such as a microscope was because,while they may be good at identifying what the germ is,locating where the germ comes from and how it spreads is not possible with the microscope.Further,understanding of germ was still developing,and so he had to innovate methods himself based on the theory he believed.
·Snow's work has provided readily available clean water to drink,for
example,as well as an emphasis on hygiene such as the need to wash hands after they become dirty.He also showed how to prevent cholera epidemics,and transformed the way scientists study diseases,which has allowed for more protection from once common diseases such as cholera.
【设计意图】通过分析约翰 ·斯诺对霍乱病源的判定、在地图上标出死 亡人数的作用等，推断约翰 ·斯诺作为科学家的优秀品质。学生大胆表 达自己的观点和态度，锻炼语言表达运用能力.培养发散思维和批判性 思维，促进能力向素养的转化。
活动八：批判与评价
Ask students to think about and answer the following question. ·What qualities do you need tobe a scientist
Suggested answer:
·Hard work,courage in face of challenges,persistence,devotion, passion,patience,creativity,etc.
【设计意图】通过思想的碰撞，学生对于约翰 ·斯诺身上所体现的宝贵 品质和科学精神有深入的了解。能根据课文内容，上升到思考成为科学 家需要具备的品质，实现了对文本的深度解读。学生在推理和归纳的过 程中锻炼了思维品质，同时也深化了对主题意义的理解，学习了科学家 严谨认真和勇于探索的科学精神。
活动九：想象与创造
Ask students to discuss the following question in groups.
·Do you thinkJohn Snow would have solved the problem without the map Give your reasons.
【设计意图】通过让学生思考斯诺身上所体现的科学精神，培养学生的 科学思想，进一步将能力转化为素养。

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