课件23张PPT。Lesson 3 Epidemics ExplainedModule 7 Unit 21 1st periodCheng Huiyun Objectives
At the end of the lesson, you are expected to be able to:
identify the structure of one type of discursive essays.
use the strategies of sequencing to put the text back together.
complete the sentences in Ex.4 in your own words.
voice your feelings about epidemics.arranging events in orderWhich of the following diseases is epidemic adj. ?
AIDS，cancer, flu, Bird Flu,
Hand-feet-Mouth Disease, heart disease
headache, backache, toothache, stomachache
TB = Tuberculosis 肺结核
(P. 38) 2 Work in pairs. Do you think these statements are true (T) or false (F)? Flu kills millions of people every year.
2) Most diseases are very new.
3) Epidemics have affected historical events.
4) It takes years for a disease to spread worldwide.
5) Epidemics can wipe out up to half of the population in urban areas.
6) More people died of a flu epidemic in 1918/1919 than died in World War I.
kill, destroyin a town or cityUnfortunately, they are all bloody truth.Death silently leapt from house to house,
Till he nearly lost his prey (被掠食者 ).
--Francis Macnamara British
People dropped dead like flies (苍蝇).
Grief-stricken mothers mourned their sons’ death,
Till their tears ran dry.Dr Garciano matter how good modern science is, a future epidemic is inevitable. Epidemics
throughout history What does the writer tell us in the background introduction?With recent press reports drawing parallels between Bird Flue and a killer epidemic in the past, Jim Smith looks through the history of epidemics for clues about what the future might hold.
draw parallels
A. to draw the sign “=”
B. to show two different things are similar
hold clues for Bird FluBBird Flu is similar to a killer epidemic
in history.
A scientist looks through the history of epidemics
to find clues for the Bird Flu.Read the first two paragraphs and find out why scientists look through the history of epidemics.
They want ________.
to find out how epidemics have happened
to predict and prevent epidemics in the future
to see how bacteria and viruses have been affected human life
to see what the future of the world will be like
Statement:
The Bird Flu is a modern adaptation
of the Spanish Flu.
Problem:
how to foresee and prevent it?Read the last paragraph and see if the essay writer presents a solution? If he does, what is it?
Yes, he does.
Countries will need to work together to find a cure for Bird Flu as soon as possible.
We have to have faith that there will be solutions in time to stop a bird Flu epidemic in its tracks.How does he support his solution?
By analysing the epidemics in history.
The structure of this discursive essay1. Statement: Bird Flu=Spanish Flu 2. Problem: How to foresee and prevent it3. An analysis of the problem4. Solution: joint effort & faithPlease put the text back together.
Tips:
Follow the timeline.
Read the sentences before and after the gaps.
Match the five paragraphsA
B
C
D
E
Paragraph 3
Paragraph 5
Paragraph 8
Paragraph 10
Paragraph 12
What are the historical epidemics studied?
Justinian Plague, the Black Death,
the Spanish Flu, the SARS
Read for the missing information and fill out the form. Put down the key words only.
take ﹥100 lives50%, Roman Empire war, crowded cities, lack, health routines 50% be lost to
empire , emperor, empresshabit1348-
135050 million, 18 months, the young and fit new, doctors, no prescription, 9 months, 774, 8,000tabletsThe Great Flu Epidemic
(The Spanish Flu)2002/2003
Complete these sentences about the text in your own words. (Pair work Ex.4)
1. We know that epidemics have been with us for thousands of years because ...Which is the reason? Why?Read aloud after the tapePossible version
… it was recorded that the earliest epidemics occurred about 500-550 AD so that we are sure that bacteria and viruses had existed on earth long before that. Based on this knowledge, we can speculate that epidemics have been with us for long. As a matter of fact, many of today’s diseases are as old as humans.
500—550AD Justinian Plague — up to 50% of the population were killed — the down fall of the Roman Empire
epidemic – consequences
Alarming facts500—550AD Justinian Plague —50% killed —the
Roman Empire, North Africa, the Middle East,
Europe 1930’s, the Black Death —50% lost to. Asia, Europe,
Africa, the Middle East 1918, Spanish Flu, 50 million killed
18 months, Asia, Europe, Africa, the Middle East 2002—SARS –9 months –8,000 –774 Asia,
Europe, Africa, the Middle East 1997—Bird Flu –more than 100 lives, Asia,
America– future ? Are they convincing enough to support the solution?Countries will need to work together to find
a cure for Bird Flu as soon as possible.
With the international effort being made,
we have to have faith that there will
be solutions in time to stop a Bird Flu
epidemic in its tracks.
Latest breakthrough！
Bird flu vaccine successful
Scientists at the University of Hong Kong (HKU) and the US have developed an experimental H5N1 Bird Flu vaccine for people. Initial tests on mice showed the vaccine to be highly effective and the speed of antibody response was high.Share your feelings with your partner1.How did you feel after reading the article?
(Can science solve all the problems?
How can you contribute to it?
or … )
Our oath
Stop epidemics in their tracks.The structure of this discursive essay1. Statement: Bird Flu=Spanish Flu 2. Problem: How to foresee and prevent it3. An analysis of the problem4. Solution: joint effort & faithJustinian Plague, Black Death, Spanish Flu, SARSHomework
Page 86 Focus on reading
Analyse the reading material
Statement?
Problem?
Analysis of the problem (mention the aspects only)
Solution
Thank youModule 7 Unit 21 Lesson 3 Epidemics Explained
Epidemics throughout history (Period 1)
Identify the structure of the Problem-Solving discursive essay.
1.___________________________________________________
2.___________________________________________________
3.___________________________________________________
4.___________________________________________________
Take down the key words that can help you tell the causes and effects of the killer epidemics.
Name of the epidemics
Time
Place
Causes & Effects
Bird Flu
1997—
worldwide,
take ﹥100 lives
Justinian Plague
(贾斯廷瘟疫 )
Bubonic Plague 鼠 ??疫
500-550AD
North Africa, the Middle East, Europe
Black Death
Bubonic Plague 鼠 ??疫
（2nd outbreak）
Started in Asia, Europe, Africa, the Middle East
1918
Similar as the Black Death
SARS
China , Canada, Vietnam, Singapore Hong Kong,---
Exercise 4 Page 39 Write down your answers.
1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________
Module 7 Unit 20 Lesson 3 Epidemics Explained (Period 2)
III. Read the text again and fill in the missing information based on the text.
Five killer 1. ____________ are talked about in the text. They are Justinian Plague，2._______________, 3.______________, SARS and 4.____________. Justinian Plague, the earliest 5. ___________ about 500-550 AD when the Roman 6. _________ was attempting to 7.____________ the Roman Empire. This epidemic 8._________ through North Africa, the Middle East and Europe. It is supposed to 9.__________ up to 50% of the area’s population and thus led to the fall of 10.__________________.
The SARS epidemic appeared in 2002, as it was completely new, there were no 10___________ drugs or 11.______________ to treat it and doctors were not sure how to prevent it either. However, ever since then, 12.__________ have been done on 13. _____________ to prohibit any further 14.__________. Thanks to modern technology, medical workers all over the world are able to work together without pause to help put SARS 15. _________ us.
How do you understand the words or phrases in bold letters? Please paraphrase the sentences.
1. Up to one half of the population was lost to the Black Death.
up to :
lose sth to sth/sb:
___________________________________________________________________
2. Meanwhile, governments worldwide have also underlined the fact that thorough and systematic medical research on Bird Flu needs to lead to a cure as soon as possible.
Meanwhile:
Underline
___________________________________________________________________
V. Write about the pictures below. Try to use as many newly learned words as possible.
Last Friday, attack, lose, medical teams, acute, epidemic, spray medicine
prohibit sb. from doing
What happened？ What is the problem? What has been done?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1. epidemics 2. the Black death 3. the Spanish Flu 4. Bird flu 5. on record 6. emperor 7. rebuild 8. swept 9. to have killed 10. the Roman Empire
11. prescription 12 tablets 13. trials 14. treatment 15. prohibit 16. outbreaks 17. behind
教学设计思路阐述
清华附中 程惠云
1.教学内容：Module 7 Unit 21 Lesson 3 Epidemics Explained 回顾传染病历史事件，分析传染病的起因和后果，展望人类战胜传染病顽魔的前景。
2.教材分析
话题：本单元的话题是Human Biology。单元的五个部分（Lessons1-3 CW&LA）从五个不同的方面介绍了人类自身的生物发展情况。本课以“解释传染病”为题，回顾了 公元500-550间的Justinian Plague (贾斯廷瘟疫 ) ，14世纪的“黑死病”， 20世纪初叶的西班牙流感，以及“SARS”和“禽流感”给人类带来的恶果。作者最后呼吁各国要携手找到传染病的治疗方法，要有信心：人类会及时找到方案来彻底消灭“禽流感” 。
课文特点 本课的体裁是本单元重点介绍的文体“Discursive Essay”。本课文的呈现形式是不连贯的。它要求学生运用阅读技能，找出段落的先后顺序。
本课课标词汇 (教材词汇表所给词汇)
名词 cancer, empire, trial, pause, press, carrier, prescription, tablet, teamwork, faith, pill
动词 wipe out, rebuild, unite, foresee, mourn, stop sth. in its tracks
形容词 thorough, systematic
非课标词汇
名词 epidemic, statistics, symptom, routine, parallel, tissue, adaptation,
动词 prohibit, underline,
形容词acute, urban,
教材设定练习
课堂练习
Exs 1-2 激活相关知识,热身。
Ex.3 练习阅读技能—信息的先后顺序
Ex.4 帮助进一步理解课文的主要细节，并用英文阐释理解。
Ex.5 口头练习读后感。
Ex.6 学习同义词
Ex.7 课文词汇学习掌握
Ex.8 口头练习，对未来的预测。
课后练习五项 词汇学习巩固练习。
课时安排 2课时
相关单元 本单元的学习策略是Sequencing of information。与该学习策略有关系的单元和课文是：
Module 5 Lesson 4 Job Trends Strategies Texts with sentence gaps
Module 3 Lesson 4 Sea Stories Strategies Sequencing order of events
3.学生情况
我校学生总体上有良好的听说读写基础。对文章结构的认识良好。虽然这是第一次对学生提出Problem-Solving Discursive essay的结构， 但所有学生都应该能够在教师的点拨下顺利完成本篇文章的阅读。
重点班和普通班所采用的教学策略与方法应大致相同。特色班的教学由于受到学习时间的限制，总体上以能够完成课本教学为目标，但须根据情况适当降低难度。例如：文章结构课直接给出，再演绎讲解。部分普通班学生和大多数特色班的学生对完成课堂练习4&5会有一定困难，可允许用书上的句子回答。重点班和普通班的大多数学生都应该能够在教师的点拨下顺利完成本篇文章的阅读。重点班和普通班可以掌握课文的所有生词。特色班只限于掌握课标词汇。
重点和难点：
第一课时： 识别课文结构，用自己的话归纳信息。
第二课时： 用英语解释句子。在语篇中运用所学词汇。
4.设计思路
第一课时课型 读说技能课
读前活动 热身，学习词汇 所有学生epidemics, flu, tissue
读中活动 1) 识别Discursive Essay 的文体结构。
2）学习运用为信息排序的策略指导。
2) 在阅读中理解归纳信息，对文章进行深层次的理解。
读后活动 口头复述课文
发表读课文后的感想
第二课时课型 讲练课
1）在语境中学习目标词汇
2）在语境中使用目标词汇
5.教学目标
第一课时Objectives
At the end of the lesson, the students will be able to
identify the structure of one type of discursive essays.
use the strategies of sequencing to put the text back together.
complete the sentences in Ex.4 in your own words.
voice your feelings about epidemics.
过程与方法：以材料和学生为中心设计任务进行教学。通过导入，读前准备，读中jigsaw活动，读后回答问题和讨论来落实阅读策略指导，内化和理解掌握课文。能够就传染病发表自己的看法。
情感态度：了解传染病对人类的危害，进一步认识良好生活习惯的重要性。
第二课时 Objectives
At the end of the lesson, the students will be able to
use the target synonyms and other useful words and expressions in writing.
Talk about the future of epidemics
过程与方法：采用体验归纳的方式进行教学。通过布置学习任务，观察语言，查字典等活动归纳词汇的用法。在语境中使用和掌握语言基础知识。通过发表对传染病未来的预测和展望进一步活用语言。
情感态度：了解传染病对人类的危害，进一步认识良好生活习惯的重要性。树立战胜传染病的信心和决心。
Teaching plans
Module 7 Unit 21 Lesson 3 Epidemics explained
Teacher
Cheng Huiyun
School
Tsinghua University High School
Textbook
Senior High English (Module 7) published by BNUP
Lesson Duration
40 minutes
The First Period
Teaching Content
Topic: Epidemics explained
Reading material Epidemics throughout history (cut up in pieces)
Learning Strategies: Sequencing of information
Compulsory Vocabulary
Nouns cancer, empire, trial, pause, press, carrier, prescription, tablet, teamwork, faith, pill,
Verbs wipe out, rebuild, unite, foresee, mourn, stop sth. in its tracks
Adjectives thorough, systematic
Optional Vocabulary
Nouns epidemic, statistics, symptom, routine, parallel, tissue, adaptation,
Verbs prohibit, underline,
Adjectives acute, urban,
Objectives
At the end of the lesson, the students will be able to
identify the structure of one type of discursive essays.
use the strategies of sequencing to put the text back together.
complete the sentences in Ex.4 in your own words.
voice your feelings about epidemics.
Teaching approaches
Task-based Approach
Facilities
Dictionary, Multimedia and Blackboard
Procedure & time
Activities
Interaction
purposes
Stage 1— Before reading
Step1 Lead in
5m
pictures about
SARS & Bird Flue
T-S chat
— Ss share their vocabulary and common knowledge
(T--S )
— To arouse Ss’ interest in the topic of epidemics
activate their prior knowledge on epidemics
introduce the task
Stage 2— While reading
Step 3—
First Reading
(fast reading) 5m
—Fast reading
—Identify the structure of the text
(T—S)
—To develop the Ss’ ability in getting an overview of the reading material
Step 5—
Second Reading
1m
-- Scanning for dates and events
(T-S)
-- To develop the ability of scanning
Step 4—
Second Reading
(Sequencing)
2m
— Putting back the text
—- Sequencing
(Individual &Pair Work)
—To implement learning strategies
Step 5-- Third Reading
5m
-- Reading for causes or effects
Individual
-- to develop the ability of finding specific information
Step 5—
Oral
paraphrasing 8m
-- Discussing and paraphrasing
(Pair work & Class)
to develop the ability of processing the information and to express logically and clearly.
to acquire a better insight into the text.
Stage 3— After reading
Step 8 — Speaking 10m
—Voice their opinions
Speak
(Group Work& Class )
— To use the language in a less controlled way
Homework 2m
Page 86 Focus on reading
Individual
-- improve reading ability
The second period: Vocabulary
Step 1 — lead in
A brief review of the text
10m
Retell the text
－speak
(Individual & Pair Work )
—To help the Ss recall what they have learned in the previous lesson
---Speak and check
(Pair Work)
--To help Ss be aware of the order arrangement in
writing
sStep 2-
Sentence Reading 5m
5
－Reading and defining the new words
Paraphrase
(Individual & Pair Work )
To help Ss learn the meaning and usage of the target vocabulary in the context.
SStep 3- Match the words 2m
2
-- Learning synonyms
Individual & check in class
Get to know the synonyms
SStep 4- Fill in the Blanks 3m
Using the target vocabulary in controlled situation
Individual & share in class
--Learn to use the target language on the sentence level
SStep 5 Write a short passage 15m
Writing
Individual & share in class
--Learn to use the target language on the passage level
Step 3—
Homework 2m
--Polish the writing
--Write
(Ss)
To improve writing ability
Bb layout (1st period)
Problem-solving Discursive Essay (before the lecture)
Statement
Problem
Analysis of the problem
Solutions
Advantage & disadvantage of the solutions (not mentioned in this text)
Conclusion
Bb layout (2nd period)
Students’ writing (Pair work then class)
评价评分标准
句子通顺，
意思连贯，
刚学过的新词用得多。
课件16张PPT。a grief-stricken mother and her dead child
Lesson 3 Epidemics ExplainedModule 7 Unit 21 2nd periodA well-known schoolyard song in 1918
"I HAD a little bird,
its name was Enza,"
"I opened the window
and in-flu-enza (=flu)
—schoolyard song in 1918
A Time to Kill
500—550AD Justinian Plague — up to 50% of the population were killed — the down fall of the Roman Empire
epidemic – consequences
Alarming facts500—550AD Justinian Plague —50% —the
Roman Empire, North Africa, the Middle East,
Europe 1930’s, the Black Death —50% Asia, Europe,
Africa, the Middle East 1918, Spanish Flu, 50 million
18 months, Asia, Europe, Africa, the Middle East 2002—SARS –9 month –8,000 –774 Asia,
Europe, Africa, the Middle East 1997—Bird Flu –more than 100 lives, Asia,
America– future ? 1.trial
2.prohibit
3.pause
4.tendency
5.acute
6.statistics
7.routine
8.press
9.tablet
10.thorougha) complete
b) data
c) delay
d) habit
e) media
f) pill
g) prevent
h) severe
test
k) trendHow do you understand the sentences?Up to one half of the population was lost to the Black Death.
up to : as much as
lose sth to sth/sb: be defeated
The Black Death killed/wiped out one half of the population
The Black Death took/claimed the lives of 50% of the population.
What ____ the population of this urban area? 100,000populated adj.
In one city in
Russia, which used
to be highly __________ , all but five ___________ to the Black Death.was/ispopulatedwere lost be lost to, populationMeanwhile, governments worldwide
have also underlined the fact that
thorough and systematic medical
research on Bird Flu needs to lead
to a cure as soon as possible.
underline:
A. draw a line under
B. to show that sth is important
to attach great importance to, to emphasize, to lay/put stress on to place/put emphasis on The Chinese government ______________to the prevention of any future outbreaks of epidemics.underline vattaches great importance mourn, faith, wipe out, symptoms, prescription, systematic, tissue, lose, The doctor wrote out a ___________ for my medicine.
When someone dies, it is natural to _______.
I have a lot of _______ in Jim. I’m sure he will do the right thing.
Tell me your _________ and I will try. prescriptionmournfaithsymptomsto tell you what disease you have.
5. If you study in a _________ way, you won’t leave anything out.
6. The SARS virus affects lung _______.
7. Up to 50 million people ________ to the Spanish Flu
8. The earthquake _________ one third of the population.
systematictissuewere lostwiped out
1. The SARS epidemic ________
China in 2002.
2. One of the earliest epidemics on record _______ about 500-550 AD.
happen, occur, strike, hit, break outFill in the blanks, using the words given.struck/hithappened, occurred, broke out, struckWrite about the pictures. Try to use as many newly learned words as possible. What happened?
What is the problem?
What has been done?last Friday, attack,
medical teams, acute, epidemic, spray medicine
prohibit sb. from doing
have faith
One possible versionLast Friday, a terrible Earthquake attacked the
area. Nearly all the buildings were destroyed. As
the earthquake happened at midnight, many
people were killed in their dreams and many more were
injured.
Fearing that an acute epidemic might occur , as is
often the case, medical workers have been working very
hard. They spray medicine everywhere to prohibit any
possible epidemic from breaking out. We have faith that with the help of the whole
nation, people in this area will soon begin to
rebuild their hometown.
评分标准
句子通顺，
意思连贯，
刚学的新词用得多。Optional Finish off Ex1, Ex2 in Page 84 in Class
Homework
Ex3, Ex 4, in Page 91 Thank you
