Unit 9 Human Biology-Lesson 3 Epidemics Explained 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 9 Human Biology-Lesson 3 Epidemics Explained 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to use epidemic-related words and expressions; cultivating thinking quality through analyzing epidemic causes and prevention; enhancing cultural awareness of global public health cooperation; and developing independent and cooperative learning abilities. 2. 教学重难点 Key points: Master core vocabulary like outbreak and quarantine, understand epidemic transmission and prevention measures. Difficult points: Use complex sentences to describe epidemics and critically evaluate prevention strategies in English. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in part is designed to connect students’ real-life experience with the lesson topic, eliminate their learning pressure, and lay a solid foundation for the subsequent teaching. First, the teacher will show students a set of pictures and short video clips related to epidemics, including scenes of the Spanish Flu, SARS, Ebola, and common preventive measures such as wearing masks and disinfection. These materials are selected to be concise and intuitive, helping students quickly enter the topic. After watching, the teacher will ask open-ended questions in English to guide students to express their views freely: “Have you ever heard of these epidemics? What do you know about their impacts on people’s life? What measures do people usually take to prevent the spread of epidemics?” During the interaction, the teacher will positively respond to students’ answers, encourage them to use simple English to express their ideas, and properly supplement key words and expressions related to epidemics, such as “epidemic”, “virus”, “spread” and “prevention”, without excessive explanation, just to let students have a preliminary impression. At the same time, the teacher will summarize students’ answers, point out that epidemics have always been a major challenge facing human beings, and lead to the topic of this lesson — Epidemics Explained, telling students that through this lesson, we will systematically learn about the definition, causes, transmission routes and prevention measures of epidemics, and improve our ability to express relevant topics in English. This link not only activates students’ prior knowledge and life experience, but also stimulates their learning interest and curiosity, making them eager to know more professional knowledge about epidemics in English, and laying a good emotional and cognitive foundation for the follow-up reading and learning. Pre-reading: Preview Vocabulary and Clarify Learning Objectives Vocabulary is the foundation of English learning, especially for the topic of epidemics, which involves many professional words and expressions. If students have difficulty in vocabulary, it will directly affect their understanding of the text. Therefore, the pre-reading link focuses on helping students master core vocabulary and clarify the learning objectives of this lesson. First, the teacher will present the core vocabulary of this lesson on the screen, including nouns such as outbreak, contagious, virus, pandemic, quarantine, transmission, pathogen, vaccine; verbs such as spread, infect, isolate, prevent, contain; and adjectives such as infectious, fatal, widespread. For each word, the teacher will give accurate English definitions and simple example sentences combined with the context of the text, avoiding complex Chinese translation as much as possible, so as to help students establish the connection between English words and their meanings. For example, when explaining “quarantine”, the teacher will say: “Quarantine means keeping people or animals away from others to prevent a disease from spreading. For example, during an epidemic, some people who have been in contact with patients need to be in quarantine.” Then, the teacher will organize a quick memory activity: read the words and example sentences twice, and ask students to repeat them, so as to strengthen their memory of the words. At the same time, the teacher will remind students to pay attention to the pronunciation and spelling of difficult words, such as “contagious” and “pathogen”, and correct their pronunciation in time. After that, the teacher will briefly introduce the structure of the text, telling students that the text mainly explains the definition of epidemics, the causes of their occurrence, common transmission routes and effective prevention measures, and puts forward the learning objectives of this lesson: first, master the core vocabulary and key sentences related to epidemics; second, understand the main content of the text and sort out the logical structure of the text; third, be able to use the learned knowledge to describe epidemics and discuss prevention measures in English; fourth, cultivate the awareness of global public health cooperation and the sense of social responsibility. Through this link, students can master the core vocabulary needed for reading, clarify the learning direction, and reduce the difficulty of reading comprehension, laying a solid foundation for the in-depth learning of the text. While-reading: In-depth Comprehension and Skill Training The while-reading link is the core part of this lesson, which is divided into three stages: fast reading, careful reading and intensive reading. The purpose is to help students gradually deepen their understanding of the text, master reading skills, and extract key information, while training their logical thinking ability and language application ability. In the fast reading stage, the teacher will ask students to read the text quickly without stopping at new words or difficult sentences, and complete two simple tasks: first, find out the main idea of the text; second, divide the text into several parts according to the logical structure and summarize the main content of each part. After reading, students will be invited to share their answers. The teacher will make comments and corrections, and finally summarize the structure of the text: the first part (Paragraph 1) gives the definition of epidemics; the second part (Paragraphs 2-3) explains the causes of epidemics, including natural factors and human factors; the third part (Paragraphs 4-5) introduces the common transmission routes of epidemics, such as air transmission, contact transmission and vector-borne transmission; the fourth part (Paragraphs 6-7) puts forward effective prevention and control measures of epidemics; the fifth part (Paragraph 8) summarizes the impact of epidemics on human society and the importance of global cooperation. This stage mainly trains students’ fast reading ability and ability to grasp the main idea of the text, helping them form an overall understanding of the text. In the careful reading stage, the teacher will guide students to read the text paragraph by paragraph, focus on extracting key information, and solve difficult points in the text. For each part, the teacher will design targeted questions to guide students to think in depth. For example, when reading the part about the causes of epidemics, the teacher will ask: “What are the natural factors that cause epidemics? What are the human factors? Can you give examples according to the text?” When reading the part about transmission routes, the teacher will ask: “What are the common transmission routes of epidemics? How do they spread specifically?” When reading the part about prevention measures, the teacher will ask: “What measures does the text mention to prevent and control epidemics? Which measures do you think are the most effective?” During the process, the teacher will pay attention to students’ performance, guide them to find answers from the text, and help them solve difficult sentences. For example, for the sentence “Epidemics can break out when a new pathogen emerges that people have no immunity to, or when existing pathogens mutate into more dangerous forms”, the teacher will analyze the sentence structure, point out that “that people have no immunity to” is an attributive clause modifying “a new pathogen”, and “or when...” is a coordinate clause, helping students understand the meaning of the sentence. At the same time, the teacher will guide students to sort out the key information and fill in the mind map on the screen, so as to make the logical structure of the text more clear and help students remember and understand. In the intensive reading stage, the focus is on the analysis and application of key sentences and grammar points. The teacher will extract the key sentences in the text, such as “An epidemic is an outbreak of a disease that spreads quickly through a large number of people in a community or region.” “The most common ways of transmission are air, contact, and vector-borne.” “Vaccination, isolation, and good hygiene habits are effective ways to prevent the spread of epidemics.” For these sentences, the teacher will analyze their structure, explain the usage of relative clauses, passive voice and other grammar points, and ask students to make sentences with the key structures, so as to consolidate their mastery of grammar and sentence patterns. In addition, the teacher will guide students to pay attention to the author’s attitude and emotional tendency in the text, such as the concern about epidemics and the emphasis on global cooperation, and ask students to think: “What does the author want to tell us through this text?” Through this kind of question, students’ critical thinking ability and emotional experience can be cultivated, and the integration of language learning and emotional education can be realized. Post-reading: Consolidation Application and Ability Improvement The post-reading link is designed to help students consolidate the knowledge learned in the class, apply it flexibly, and improve their comprehensive language application ability. This link includes three activities: group discussion, language practice and theme expansion. First, group discussion. The teacher will divide students into groups of 4-5, and put forward the discussion topic: “Suppose there is an epidemic outbreak in our school, what measures should we take to prevent its spread? Please discuss and put forward specific suggestions, and use the words and sentences learned in this lesson.” Before the discussion, the teacher will remind students to use the core vocabulary and key sentences learned, such as “quarantine”, “disinfection”, “wear masks”, “keep a safe distance” and so on. During the discussion, the teacher will walk around the classroom, listen to the discussion of each group, give guidance and help in time, correct the inappropriate expression of students, and encourage them to express their views boldly. After the discussion, each group will send a representative to make a report in English, introducing the group’s suggestions. The teacher will make comments on the report of each group, affirm their advantages, point out their deficiencies, and summarize the key points of the discussion, helping students further master the language knowledge and improve their oral expression ability. Second, language practice. This activity is divided into two parts: oral practice and written practice. In the oral practice, the teacher will give some situational dialogues, such as “Talking about the impact of epidemics on daily life” and “Introducing epidemic prevention measures to foreign friends”, and ask students to practice in pairs. After the practice, the teacher will invite several pairs of students to perform the dialogue in front of the class, and make comments and corrections. In the written practice, the teacher will ask students to write a short passage of 80-100 words, with the title “How to Prevent Epidemics”, requiring them to use the words, sentences and knowledge learned in this lesson. The teacher will collect the students’ compositions after class, correct them carefully, and select excellent compositions to share in the next class, so as to stimulate students’ writing enthusiasm and improve their writing ability. Third, theme expansion. The teacher will introduce some relevant knowledge about epidemics, such as the work of the World Health Organization (WHO) in epidemic prevention and control, the successful cases of epidemic prevention and control in various countries, and the latest research progress of vaccines. At the same time, the teacher will play a short English video about global epidemic prevention and control, letting students understand the importance of global cooperation in the face of epidemics, and cultivating their global vision and sense of social responsibility. After watching the video, the teacher will ask students to express their feelings, guiding them to realize that epidemic prevention and control is the responsibility of every person, and that only through global cooperation can we better respond to the challenge of epidemics. Summary and Homework: Consolidate and Extend In the summary link, the teacher will lead students to review the key content of this lesson, including core vocabulary, key sentences, the logical structure of the text, and the knowledge about epidemics. The teacher will emphasize that this lesson not only helps us master the English language knowledge related to epidemics, but also lets us understand the harm of epidemics and the importance of prevention and control, and hopes that students can apply the learned knowledge to their daily life, establish a sense of health and responsibility. In the homework arrangement, the teacher will design hierarchical homework to meet the needs of different students. The basic homework is: 1. Recite the core vocabulary and key sentences of this lesson; 2. Finish the written practice task in the post-reading link and revise it according to the teacher’s comments; 3. Read the text again and sort out the key information into a mind map. The improved homework is: 1. Search for English materials about a major epidemic in history, such as the Spanish Flu, and write a short introduction (100-120 words); 2. Discuss with family members about epidemic prevention measures in daily life, and record the discussion content in English. In addition, the teacher will recommend some English learning resources related to epidemics, such as English news reports, documentaries and books, encouraging students to expand their learning after class, improve their English reading ability and enrich their knowledge about epidemics. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $