教学案例及课文原文

（一）完整教学案例

以下教学案例均源于优秀一线教师的教学设计，虽然形式和风格 不尽相同，但都指向对学生语言能力、文化意识、思维品质和学习能 力等英语学科核心素养的培养，比较好地体现了英语学习活动观。每 个教学设计都体现出教师对语篇文本的深入分析，在此基础上，他们 积极创设主题情境，活用教学资源，通过丰富而有层次的学习活动，

鼓励学生在与文本和他人的互动中，获得语言知识和文化知识，并通 过学习理解、应用实践、迁移创新等一系列语言、思维与文化相结合 的活动，引导学生获取、整合、内化信息，理解和表达观点、情感和 态度，学会分析问题、解决问题，形成正确的价值观，发展语言能力 和学习能力，提升思维品质，培养文化意识，落实英语学科核心素 养。希望这些教学案例能够为教师创新课堂教学模式，培养学生学科 素养提供一些思路和借鉴。

案例 1

阅读语篇教学设计 John Snow Defeats“King Cholera”

主题语境：人与社会——科学家与科学研究 语篇类型：介绍性文章

授课时长：两课时（每课时 45 分钟）

文本分析

本课是一篇介绍科学家的阅读文章。该文介绍了医学科学家 John Snow 从发现霍乱成因中的问题、提出假设，选择调查方法、收集和 分析数据、寻找支持证据，直到最后得出结论并提出解决方案的整 个过程。文章按照科学研究的步骤和时间顺序展开。重点词汇主要 涉及疾病、治疗、病因等，如：defeat, physician, expose, cure, suspect, blame，句式主要涉及有关科学研究步骤和具体方法等，词汇还涉及 一些有关 John Snow 的为人品质的描述。本文的价值取向在于学生通

过本文的学习，体会到英国的医学科学家 John Snow 在霍乱防治领域 所作出的突出贡献和他作为杰出科学家正直的人品和科学严谨的 态度。

学情分析

本班学生英语基础较好，学习态度较认真，学习热情高。学生已 基本具备在阅读中获取细节信息的能力，部分学生能用英语自信地表 达观点。但是多数学生在理解和整合知识、逻辑推理和分析论证观 点，以及批判评价方面的能力都比较欠缺。此外，虽然学生对著名科 学家及其贡献有一定程度的了解，但此前与之相关的知识结构并不系 统，对科学研究的具体步骤了解不全面，对科学精神缺乏深层理解，

对霍乱以及 John Snow 都比较陌生。

教学目标

在本课学习结束时，学生能够：

1. 获取梳理文中有关 John Snow 本人和他调查并阻止霍乱蔓延的 事实性信息 ;

2. 概括、整合、阐释 John Snow 为阻止霍乱蔓延所采取的研究 步骤；

3. 推断 John Snow 作为科学家的优秀品质并举例论证 ;

4. 以 John Snow 战胜霍乱的事件和他的优秀品质为依据，举行

（模拟）答记者问；

5. 总结优秀的科学家的精神，即不仅要有科学的方法，还要有 爱心和社会担当。

教学重点

学生通过阅读，获取关于 John Snow 研究霍乱起因全过程的事实 性信息，整合推断出科学研究的步骤以及科研精神。

教学难点

学习 John Snow 如何采用科学研究的方法和步骤解决霍乱这一难 题的过程；在模拟组织答记者问的活动中，总结杰出科学家的优秀品

质，达到对科学精神的深层理解。

Ss watch a video about what happened to Haiti in 2013 and learn about the outbreak of cholera.

Ss watch the video again and identify the main symptoms of cholera.

创设情境，引

T directs Ss’ attention from Haiti to London 160 years ago by showing a picture of the cholera outbreak at that time. Ss share their understanding of and feelings about the situation.

T invites Ss to think, “If you were a doctor, what would you do to deal with the situation?” Ss discuss in groups what they would do and share their ideas with the whole class.

利用视频和图

While reading Step 3 1st reading

Ss read the title “John Snow Defeats ‘King Cholera’”and predict what might be talked about in the text.

T invites Ss to read the first part of the text and answer three questions:

1. Who was John Snow?

2. Why cholera was called “King” at that time?

3. How did cholera kill people?

提取有关 John

步骤 教学活动 设计意图

After the feedback, Ss continue reading and find out what John Snow did. Students are encouraged to mark the map with the locations based on the information provided in the text.

2nd reading

T asks each student to read the text carefully again and use a flow chart to note down all the important steps taken by John Snow in his investigation; then share and revise their flow charts in groups. Ss are encouraged to use a dictionary if they come across any new words.

T invites two groups to draw their flow charts on the board and then describe the process to the whole class.

Based on the information from the text, T asks Ss to answer the following questions:

1. Did it make sense for John Snow to believe in the 2nd theory? Why?

2. Why did John Snow mark information on the map?

3. When John Snow found a sharp contrast in the death tolls between two neighbouring streets, what did this evidence lead him to conclude?

4. Did John Snow make his research results public the minute he found out that the polluted water might be to blame? Why not?

What did he do instead?

3rd reading

● Ss read through the text again, identify what it is trying to tell the readers, and summarise the main idea in one sentence.

进一步梳理细

步骤 教学活动 设计意图

then with the whole class.

4th reading

● Ss read the text again and then in groups

discuss the qualities of John Snow based on what he did, giving evidence to support their conclusions. For example: John Snow was

“caring and loving” because he chose to risk his own life to help ordinary people.

● T provides a mind map on the board and

invites all the groups to add more words describing John Snow’s qualities.

● Different groups are invited to explain their

choice of words with evidence found from the text.

引导学生概括 总结所学内容。

帮助学生深入 理解John Snow 与众不同的人

conference where John Snow is to answer questions raised by different reporters.

1) Reporters: come up with at least three questions regarding information about John Snow and what he did to defeat cholera.

2) John Snow: give answers by using the information from the text as well as one’s own understanding and interpretation.

● Ss present their questions at a press

conference with appropriate manners as a media reporter. John Snow answers the questions.

● Ss and T together reflect and summarise what

has been learned.

巩固并整合所

续表

● As a reporter, write a new article on “How John Snow Defeated Cholera”.

● Plan and conduct a research project. Find a problem in your daily life.

Work out a series of steps to investigate the problem. Carry out the research and write down the steps you take and what you have found.

2’

备注：

Ss: Students T: Teacher IW: Individual work GW: Group work CW: Class work

案例说明