电子备课系统教学资源--2010高考二轮复习英语教案主谓一致【-2010高考二轮复习英语考案专题十二 -（pl.）所有物；财产?? -Teaching content: Re-、Teaching materials:-Teaching Goals: 1. -1. Target language a-必修3第3单元 Ability ai-a. 重点词汇和短语 cozy, ann-Teaching procedures:-Module 7 Unit2 Robot-Module 7Unit2 Robots-Period 3　Grammar S-Module 7 Unit2 Robot-The Fourth Period Ex-Module 7 Unit2 Robot-高中英语 Unit2 Robots Pe-Teaching plan for Re-Unit 1 Great scienti-Unit 1 Great Scienti-Teaching goals 教学目标 -Teaching goals 教学目标-Teaching goals 教学目标 -Teaching goals教学目标 1-Unit 2 Poems Ⅰ. 单元教学-Teaching goals 教学目标 -Teaching goals 教学目标 -Teaching goals教学目标 1-Teaching goals教学目标 1-Unit 3 A healthy lif-[讲一讲] 同学们在学习和使用名词性从句-Ⅰ. 单元教学目标技能目标Skill -Teaching goals 教学目标 -Teaching goals教学目标 1-Teaching goals 教学目标 -Unit 1 Art The seco-教学设计备课组长中-ⅰ.Teaching aims 1.Kn-Teaching Goals教学目标 1-Teaching goals 教学目标 -Teaching goals教学目标 1-Teaching goals 教学目标 -Teaching goals 教学目标 -Teaching goals 教学目标 -教学设计备课组长中-Unit3 Under the sea-Unit3 Under the sea-必修Ⅵ Unit 4 Global-Teaching goals Teach-Teaching aims Enable-M9U1 other countries-M9U1 other countries-M9U1 other countries-M9U1 other countries-M9U1 other countries-模块五第二单元教学设计 Lesson-模块五第二单元教学设计 Lesson-Communication Worksh-第二课时 Second Period 教-Unit 17 Laughter Com-Lesson 1 What’s So F-Lesson 3 My Favorite-Unit 2 The environme-Unit 2 The Environme-Unit 2 The Environme-Teaching plan for Un-Unit 2 The Environme-Unit 22 Environmenta-Unit 24 Society Comm-Unit 24 Consumer Soc-Unit26 Vocabulary an-Unit 3 Life in the-Unit 3 Life in the -Unit 3 Life in the f-3rd period Importa-4th period Importa-Unit 3 Life in the -Unit 3 Life in the -Unit 3 Life in the -Unit 3 Life in the -Reading (1) Teaching-Unit3 Science versus-Unit 4 Making the n-Unit 4 Making the ne-Unit 4 Making the Ne-Unit 4 Making the ne-6th period Grammar-7th period Grammar-Unit 4 Making the Ne-Unit 4 Making the Ne-Unit 4 Grammar and u-Unit 4 Project Zhe-Unit 4 Reading My u-Unit 4 Welcome to t-Word power 一、Teachin-Unit1 Getting alone -Unit1 Getting alone -BOOK 6 Unit 1 Laught-Task Helping buy an-Unit 1 Living with t-Unit 1 The written w-Unit 1 The written w-Lesson 2 Personalit-Lesson 3 Guessing ab-Lesson 4 First Impr-Lesson 1 Life-long -Lesson 2 Different -Lesson 3 Teachers 教-Communication Worksh-第十六单元第一课教学设计 Lesson-第十六单元教学设计 Lesson 2 -Lesson 3 Life Storie-Unit 18 Beauty Les-Lesson 2 What’s You-Lesson 3 Poetry Tea-Unit 19 Language Les-Unit 19 Language Les-Unit 19 Language Les-Unit2 Fit for life G-Unit2 Fit for life A-Unit 2 People on the-Unit 2 The universal-Unit 2 The universal-Unit 2《What is happi-Unit 2 What is happ-Unit 2 Witnessing ti-Unit 2 Witnessing t-Unit 2 Witnessing ti-Unit 2 Witnessing -Unit 2 Witnessing -Unit 20 New Frontier-Unit 20 New Frontier-Unit 20 New Frontier-Unit 20 New Frontier-Unit 21 Human Biolog-Unit 21 Human Biolog-Unit 21 Human Biolog

Unit 21 Human Biology Lesson 3 Epidemics Explained 一教学设计,目的和思路、教材内容说明 Epidemics explained 是北师大版教材选修模块7 的最后一个单元中的阅读课,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, 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 “Tears in heaven”, 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 Step 1: 阅读标题, 预测文章主题,同时找出文中主要瘟疫 Step 2: 讨论数字在文中不同的含义, 进一步了解和熟悉课文 Step 3: 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, 找出各次瘟疫造成的巨大影响; 描述和猜测不同的瘟疫 Step 4: 完成段落补全练习, 介绍相关方法点出阅读技巧 5. 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 Step 3 : Reading Strategies: how to read a science article Read the title carefully To present question 1 What’s the main idea of the text? New health threats is on the rise. A lot of epidemics happened in history. SARS used to be out of control, now people are trying to stop it on the track. We should pay more attention to our health. We can predict what will happen in the text from the title In this text, some epidemics in the history will be talked. Give more titles and ask the Ss what will be talked Epidemics Epidemics and economy SARS The history of the Black Death 2. Read the text fast and get the general idea and basic information To present question 2 Read the following graphic and try to tell which epidemics are described? (To see the PPT.) We will try to know some basic information about epidemics in history. Name of the epidemics Time Place Justininian’s Plague (bubonic plague ) 500-550AD North Africa, the Middle East, Europe The Black Death 1330 Europe, Asia, Africa, the middle East The Great Flu Epidemic (The Spanish Flu) 1918 Similar as the Black Death SARS 2002/2003 China , Canada, Hong Kong,--- Read the text carefully and understand related science terms In this text, a lot of medicine words are involved. (1)To present question 3 What does the word “affect” mean in the 5th paragraph? A 影响 B效果C感染D死亡 (2)Now read the text carefully and complete the sentences using medicine words in the text: Bacteria and __________(病毒)have been around since the beginning of life on Earth. It’s important to look at the __________(传播)of diseases throughout history to discover the __________(原因)and __________(影响) of epidemics. Another epidemic __________(开始) and __________(传播)in similar conditions was the Great Flu. It __________(侵袭)near the end of the first World War and __________(持续)after the war. Doctors weren’t sure how to __________(治疗)or __________(预防)it and since most people had no natural __________(防御)against the disease, it was harmful to doctors. One half to one third of the population was __________(死于)to the Black Death. Less populated areas were less severely__________(感染). SARS epidemic quickly __________(扩大)across the globe. Health experts worked together to __________(阻止)the virus in its __________(路径). It __________(席卷)North Africa, the middle East and Europe. (3)While doing these kind of exercise, explain some words such as “track”. Try to know more science knowledge through reading the text carefully (1)To present question 4 The Black Death spread rapidly in Asia and Europe because_________ A It was the terrible bubonic plague that returned. B There were so many people in these areas. C At that time, people didn’t know how to treat it. D People suffered from the bad climate , the war and hunger. There were so many people and they didn’t have daily health care. (2)To show a picture to demonstrate (3) To answer more questions about science knowledge Why do we say epidemics have been with us for thousands of years? (ppt) Why was bubonic plague one of the key cause in the fall of the Roman Empire? How did SARS spread from Hong Kong to Canada, Vietnam and Singapore? Why did many doctors and nurses become ill with SARS ? To figure out the development of the text (1)To introduce sequencing exercise (ppt ) (2)To present question 5 Read the whole text and match the five paragraph(A-E) with gaps 2,4,7,9 and 11 in the text (3) Read the text with gaps to get the general idea and see how it develops Epidemics throughout history (4)To analyze the beginning and ending words of each paragraph beginning words ending words Paragraph 1 history, causes and effects of Paragraph 2 (E) -historical accounts, Justinian’s plague -swept through--- Paragraph 3 ---now think Justinian’s Plague, bubonic plague -causes of the fall of the Roman Paragraph 4 (C) -bubonic plague returned -the disease(Black Death) spread worldwide Paragraph 5 --was lost to the Black Death Paragraph 6 It( the Spanish flu ) struck Paragraph 7 (A) It (---)be the most acute epidemic in history –the flu -has been forgotten by history Paragraph 8 Haven’t forgotten, SARS -spread the disease to---- Paragraph 9 (D) Over 9 months---global cases-- -the outbreak alarming for-- Paragraph 10 No one really knew much- - harmful,--hospital staff---made up --- Paragraph 11 (B) Although ---SARS quickly expand-- --experts –stop the viruses in its track Conclusion Read (Find ) the title carefully Read the text fast and get the general idea Read the text carefully and understand related science terms Try to know more science knowledge through reading the text carefully To figure out the development of the text Step 4:Read the text again and give your own questions using the strategies we have learnt Show an example about giving questions Questions about general idea What can be inferred from the text? Epidemics develops with the development of human beings An old epidemic will cause another one Epidemics may disappear one day due to the development of medical science Epidemics can cause a lot of deaths. Show the Ss ways to ask questions The purpose of the writer is to--- The story tells us that---- According to the text,---- --- It can be learned from the text that---- The best title for the text would be--- Which of the following statement is true (false)? Arrange the event in the text according to the correct order. After reading the text, we know that--- The word “---” in the text means----- What’s the Chinese meaning of these words? The word “---”can be replaced by--- Why----- ? What is the reason for-----? What is----? We learn from the text that ----- The Ss are asked to give out their own questions in groups Group 1-2: questions about basic details in the text Group 3-4: questions about words Group 5-6: questions about science knowledge Group 7-8: questions about sequencing Ask the Ss to change their questions and answer it. Good question: 1o score Good answer: 6 score Ordinary question: 7 score Ordinary answer : 4 score Bad question: 4 score Wrong answer: 2 score Step 5: Homework Read another science article and give 5 questions of your own

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