北師大版教材選修模塊7unit21閱讀課Lesson3教學設計與反思一教學設計,教材內容說明Epidemicsexplained是的最后一個單元中的,介紹瘟疫在歷史上的流行和發展,文章生詞量大,有一定的教學難度.教學目的學生通過閱讀課文,了解文中一些科普知識；學會描述瘟疫的特點；學習相關詞匯；掌握閱讀科普文章的一些方法課堂形式提倡學生自學,以檢查預習,合作討論,你說我猜的形式學習,體現學生學習的主動性,還課堂以學生教材內容的加工處理用相關插圖,圖表等直觀的教學形式,讓學生能更快理解課文;必要的閱讀指導,有利于學生閱讀技巧的形成;相關文章的閱讀,能擴大學生知識面;一些直觀的教具如紅絲帶和抽象的音樂,希望培養學生的人文素質和高尚情感二教學過程簡述布置學生預習包括讀單詞,找出文中數字的含義,簡單口頭描述各次瘟疫的特點,做好文中的一道涉及段落補全的練習課文導入包括簡介和聽英文歌曲“Tearsinheaven”,討論死亡的原因,以及有哪些常見的瘟疫課文的閱讀和學習Step1:閱讀標題,預測文章主題,同時找出文中主要瘟疫Step2:討論數字在文中不同的含義,進一步了解和熟悉課文Step3:進一步閱讀文章,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;描述和猜測不同的瘟疫Step4:完成段落補全練習,介紹相關方法，點出閱讀技巧Step5:讀一段有關愛滋病對兒童危害的文字,提示我們應該做點什么課堂的延伸和升華訓練閱讀策略具體內容：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__________(開始)and__________(傳播)insimilarconditionswastheGreatFlu.It__________(侵襲)neartheendofthefirstWorldWarand__________(持續)afterthewar.Doctorsweren’tsurehowto__________(治療)or__________(預防)itandsincemostpeoplehadnonatural__________(防御)againstthedisease,itwasharmfultodoctors.Onehalftoonethirdofthepopulationwas__________(死于)totheBlackDeath.Lesspopulatedareaswerelessseverely__________(感染).SARSepidemicquickly__________(擴大)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、實踐后的反思

1.在教學實踐中,我逐步體會到,閱讀教學應處理好以下三種關系:

1)教師的“教”與學生的“學”之間的關系。教師應更多的關注教會學生學習方法,不只是灌輸語言知識。

2)教師與多媒體的關系。適當的運用多媒體技術，可以讓學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，更豐富，教學效果更顯著。但不加考慮的濫用多媒體則會適得其反。

3)過程與結果之間的關系。閱讀型課文的教學要求教師在教學中不僅要