北師大版教材選修模塊7閱讀課Lesson3Epidemicsexp

北師大版教材選修模塊7unit21閱讀課Lesson3教學(xué)設(shè)計(jì)與反思一教學(xué)設(shè)計(jì),教材內(nèi)容說(shuō)明Epidemicsexplained是的最后一個(gè)單元中的,介紹瘟疫在歷史上的流行和發(fā)展,文章生詞量大,有一定的教學(xué)難度.教學(xué)目的學(xué)生通過(guò)閱讀課文,了解文中一些科普知識(shí)；學(xué)會(huì)描述瘟疫的特點(diǎn)；學(xué)習(xí)相關(guān)詞匯；掌握閱讀科普文章的一些方法課堂形式提倡學(xué)生自學(xué),以檢查預(yù)習(xí),合作討論,你說(shuō)我猜的形式學(xué)習(xí),體現(xiàn)學(xué)生學(xué)習(xí)的主動(dòng)性,還課堂以學(xué)生教材內(nèi)容的加工處理用相關(guān)插圖,圖表等直觀的教學(xué)形式,讓學(xué)生能更快理解課文;必要的閱讀指導(dǎo),有利于學(xué)生閱讀技巧的形成;相關(guān)文章的閱讀,能擴(kuò)大學(xué)生知識(shí)面;一些直觀的教具如紅絲帶和抽象的音樂(lè),希望培養(yǎng)學(xué)生的人文素質(zhì)和高尚情感二教學(xué)過(guò)程簡(jiǎn)述布置學(xué)生預(yù)習(xí)包括讀單詞,找出文中數(shù)字的含義,簡(jiǎn)單口頭描述各次瘟疫的特點(diǎn),做好文中的一道涉及段落補(bǔ)全的練習(xí)課文導(dǎo)入包括簡(jiǎn)介和聽(tīng)英文歌曲“Tearsinheaven”,討論死亡的原因,以及有哪些常見(jiàn)的瘟疫課文的閱讀和學(xué)習(xí)Step1:閱讀標(biāo)題,預(yù)測(cè)文章主題,同時(shí)找出文中主要瘟疫Step2:討論數(shù)字在文中不同的含義,進(jìn)一步了解和熟悉課文Step3:進(jìn)一步閱讀文章,了解造成瘟疫的元兇---病毒;描述瘟疫的傳播途徑,找出各種瘟疫造成的巨大影響;描述和猜測(cè)不同的瘟疫Step4:完成段落補(bǔ)全練習(xí),介紹相關(guān)方法，點(diǎn)出閱讀技巧Step5:讀一段有關(guān)愛(ài)滋病對(duì)兒童危害的文字,提示我們應(yīng)該做點(diǎn)什么課堂的延伸和升華訓(xùn)練閱讀策略具體內(nèi)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影響B(tài)效果C感染D死亡(2)Nowreadthetextcarefullyandcompletethesentencesusingmedicinewordsinthetext:Bacteriaand__________(病毒)havebeenaroundsincethebeginningoflifeonEarth.It’simportanttolookatthe__________(傳播)ofdiseasesthroughouthistorytodiscoverthe__________(原因)and__________(影響)ofepidemics.Anotherepidemic__________(開(kāi)始)and__________(傳播)insimilarconditionswastheGreatFlu.It__________(侵襲)neartheendofthefirstWorldWarand__________(持續(xù))afterthewar.Doctorsweren’tsurehowto__________(治療)or__________(預(yù)防)itandsincemostpeoplehadnonatural__________(防御)againstthedisease,itwasharmfultodoctors.Onehalftoonethirdofthepopulationwas__________(死于)totheBlackDeath.Lesspopulatedareaswerelessseverely__________(感染).SARSepidemicquickly__________(擴(kuò)大)acrosstheglobe.Healthexpertsworkedtogetherto__________(阻止)thevirusinits__________(路徑).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、實(shí)踐后的反思

1.在教學(xué)實(shí)踐中,我逐步體會(huì)到,閱讀教學(xué)應(yīng)處理好以下三種關(guān)系:

1)教師的“教”與學(xué)生的“學(xué)”之間的關(guān)系。教師應(yīng)更多的關(guān)注教會(huì)學(xué)生學(xué)習(xí)方法,不只是灌輸語(yǔ)言知識(shí)。

2)教師與多媒體的關(guān)系。適當(dāng)?shù)倪\(yùn)用多媒體技術(shù)，可以讓學(xué)生感受到更為直觀和逼真聲音和視頻效果，從而可以讓課堂更生動(dòng)，更豐富，教學(xué)效果更顯著。但不加考慮的濫用多媒體則會(huì)適得其反。

3)過(guò)程與結(jié)果之間的關(guān)系。閱讀型課文的教學(xué)要求教師在教學(xué)中不僅要