北师大版教材选修模块7阅读课Lesson3Epidemicsexp

北师大版教材选修模块7unit21阅读课Lesson3教学设计与反思一教学设计,教材内容说明Epidemicsexplained是的最后一个单元中的,介绍瘟疫在历史上的流行和发展,文章生词量大,有一定的教学难度.教学目的学生通过阅读课文,了解文中一些科普知识；学会描述瘟疫的特点；学习相关词汇；掌握阅读科普文章的一些方法课堂形式提倡学生自学,以检查预习,合作讨论,你说我猜的形式学习,体现学生学习的主动性,还课堂以学生教材内容的加工处理用相关插图,图表等直观的教学形式,让学生能更快理解课文;必要的阅读指导,有利于学生阅读技巧的形成;相关文章的阅读,能扩大学生知识面;一些直观的教具如红丝带和抽象的音乐,希望培养学生的人文素质和高尚情感二教学过程简述布置学生预习包括读单词,找出文中数字的含义,简单口头描述各次瘟疫的特点,做好文中的一道涉及段落补全的练习课文导入包括简介和听英文歌曲“Tearsinheaven”,讨论死亡的原因,以及有哪些常见的瘟疫课文的阅读和学习Step1:阅读标题,预测文章主题,同时找出文中主要瘟疫Step2:讨论数字在文中不同的含义,进一步了解和熟悉课文Step3:进一步阅读文章,了解造成瘟疫的元凶---病毒;描述瘟疫的传播途径,找出各种瘟疫造成的巨大影响;描述和猜测不同的瘟疫Step4:完成段落补全练习,介绍相关方法，点出阅读技巧Step5:读一段有关爱滋病对儿童危害的文字,提示我们应该做点什么课堂的延伸和升华训练阅读策略具体内容：ReadingStrategies:howtoreadasciencearticleStep1:Readthetitlecarefully,andaskthefollowingquestions:’sthemainideaofthetext?Newhealththreatsisontherise.Alotofepidemicshappenedinhistory.SARSusedtobeoutofcontrol,nowpeoplearetryingtostopitonthetrack.Weshouldpaymoreattentiontoourhealth.canpredictwhatwillhappeninthetextfromthetitleInthistext,someepidemicsinthehistorywillbetalked.moretitlesandasktheSswhatwillbetalkedEpidemicsEpidemicsandeconomySARSThehistoryoftheBlackDeathStep2.ReadthetextfastandgetthegeneralideaandbasicinformationNameoftheepidemicsTimePlaceJustininian’sPlague(bubonicplague)500-550ADNorthAfrica,theMiddleEast,EuropeTheBlackDeath1330Europe,Asia,Africa,themiddleEastTheGreatFluEpidemic(TheSpanishFlu)1918SimilarastheBlackDeathSARS2022/2022China,Canada,HongKong,---Step3ReadthetextcarefullyandunderstandrelatedsciencetermsInthistext,alotofmedicinewordsareinvolved.（1）Whatdoestheword“affect”meaninthe5thparagraph?A影响B效果C感染D死亡(2)Nowreadthetextcarefullyandcompletethesentencesusingmedicinewordsinthetext:Bacteriaand__________(病毒)havebeenaroundsincethebeginningoflifeonEarth.It’simportanttolookatthe__________(传播)ofdiseasesthroughouthistorytodiscoverthe__________(原因)and__________(影响)ofepidemics.Anotherepidemic__________(开始)and__________(传播)insimilarconditionswastheGreatFlu.It__________(侵袭)neartheendofthefirstWorldWarand__________(持续)afterthewar.Doctorsweren’tsurehowto__________(治疗)or__________(预防)itandsincemostpeoplehadnonatural__________(防御)againstthedisease,itwasharmfultodoctors.Onehalftoonethirdofthepopulationwas__________(死于)totheBlackDeath.Lesspopulatedareaswerelessseverely__________(感染).SARSepidemicquickly__________(扩大)acrosstheglobe.Healthexpertsworkedtogetherto__________(阻止)thevirusinits__________(路径).It__________(席卷)NorthAfrica,themiddleEastandEurope.(3)Whiledoingthesekindofexercise,explainsomewordssuchas“track”.Trytoknowmorescienceknowledgethroughreadingthetextcarefully(1)TheBlackDeathspreadrapidlyinAsiaandEuropebecause_________AItwastheterriblebubonicplaguethatreturned.BThereweresomanypeopleintheseareas.CAtthattime,peopledidn’tknowhowtotreatit.DPeoplesufferedfromthebadclimate,thewarandhunger.Thereweresomanypeopleandtheydidn’thavedailyhealthcare.(2)Toshowapicturetodemonstrate(3)ToanswermorequestionsaboutscienceknowledgeWhydowesayepidemicshavebeenwithusforthousandsofyears?(ppt)WhywasbubonicplagueoneofthekeycauseinthefalloftheRomanEmpire?HowdidSARSspreadfromHongKongtoCanada,VietnamandSingapore?WhydidmanydoctorsandnursesbecomeillwithSARS?Step4Tofigureoutthedevelopmentofthetext(1)Tointroducesequencingexercise(ppt)(2)Readthewholetextandmatchthefiveparagraph(A-E)withgaps2,4,7,9and11inthetext(3)ReadthetextwithgapstogetthegeneralideaandseehowitdevelopsEpidemicsthroughouthistorytheBlackDeaththeGreatFluSARSJustinian’sPlaguetheBlackDeaththeGreatFluSARSJustinian’sPlague(4)ToanalyzethebeginningandendingwordsofeachparagraphbeginningwordsendingwordsParagraph1history,causesandeffectsofParagraph2(E)-historicalaccounts,Justinian’splague-sweptthrough---Paragraph3---nowthinkJustinian’sPlague,bubonicplague-causesofthefalloftheRomanParagraph4(C)-bubonicplaguereturned-thedisease(BlackDeath)spreadworldwideParagraph5--waslosttotheBlackDeathParagraph6It(theSpanishflu)struckParagraph7(A)It(---)bethemostacuteepidemicinhistory–theflu-hasbeenforgottenbyhistoryParagraph8Haven’tforgotten,SARS-spreadthediseaseto----Paragraph9(D)Over9months---globalcases---theoutbreakalarmingfor--Paragraph10Noonereallyknewmuch--harmful,--hospitalstaff---madeup---Paragraph11(B)Although---SARSquicklyexpand----experts–stopthevirusesinitstrack（5）Whatcanbeinferredfromthetext?EpidemicsdevelopswiththedevelopmentofhumanbeingsAnoldepidemicwillcauseanotheroneEpidemicsmaydisappearonedayduetothedevelopmentofmedicalscienceEpidemicscancausealotofdeaths.Step5:HomeworkReadanothersciencearticleandgive5questionsofyourown三、实践后的反思

1.在教学实践中,我逐步体会到,阅读教学应处理好以下三种关系:

1)教师的“教”与学生的“学”之间的关系。教师应更多的关注教会学生学习方法,不只是灌输语言知识。

2)教师与多媒体的关系。适当的运用多媒体技术，可以让学生感受到更为直观和逼真声音和视频效果，从而可以让课堂更生动，更丰富，教学效果更显著。但不加考虑的滥用多媒体则会适得其反。

3)过程与结果之间的关系。阅读型课文的教学要求教师在教学中不仅要