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1、
Unit21 Lesson3
學(xué)習(xí)目標(biāo)
By the end of the class, the students will be able to:
l identify the structure of one type of discursive essays.
l use the strategies of sequencing to put the text back together.
l voice your feelings about epidemics.
學(xué)習(xí)過程
課堂活動
（一） 預(yù)習(xí)交流
Talk about epidemics.
（二）
2、 合作探究
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 th
3、e 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
4、, 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 w
5、orkers all over the world are able to work together without pause to help put SARS 15. _________ us.
（三） 分層提高
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 s
6、th/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
___________________________________________________________________
（四） 總結(jié)歸納
（五） 鞏固反饋
Finish the exercise.
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北京市第一五四中學(xué)高中英語 unit21 lesson3.2學(xué)案（無答案）北師大版選修7
