Unit3 back to the past单元教案
Lost civilizations 教学案例
一、教学内容：教牛津高中英语 必修模块三Unit 3
二、课型：阅读课
三、教学设计思路
Lost civilizations 是一篇有关人类消失的文明的文章。在教学的设计上，以人类文明这一主线把各项活动贯穿起来。通过一系列的练习和活动逐步加深学生对文章的掌握和理解，并最终达到综合运用的目的。笔者力求通过本课的教学使学生了解人类灿烂的古代文明。引导学生形成珍爱和保护人类文化遗产的观念。同时掌握阅读日记的技巧，及有关人类文化的相关词汇。
四、教学目标
1） 解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；
2） 会描述历史及事实，会用英文表达情感；
3） 使学生掌握阅读日记的技巧，提高阅读能力;
4） 掌握有关人类文明的词汇。
五、教学重点、难点
1）培养学生阅读技巧，提高学生阅读能力;
2）培养学生英语语言的综合运用能力。
六、教学过程
Step1. Lead-in
1.Questions
1) China has a long history, in the past thousands of years, Chinese people have built many magnificent structures. Can you name some buildings that could represent ancient civilizations in China?
2) Around the world, people also built a lot of magnificent structures. Do you know about them?
〔设计说明〕
以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。
2. Watch the pictures representing ancient civilizations. Introduce these pictures to the students.
〔设计说明〕
1） 面的内容相衔接。可以作为问题2）的答案。
2） 教师利用多媒体播放古代建筑的图画. 使学生对人类古代文明产生直观的感性认识。有利于调动学生的学习兴趣。
3） 呈现本单元的部分词汇。
Step 2. Pre-reading
Listen to the tape without looking at the books and think ：
1. Where did the author travel? ( Pompeii and Loulan )
2. What is one main similarity between the two cities? (They are lost civilizations)
〔设计说明〕
1） 学生不看原文的情况下通过听的方式来获取主要信息，训练学生的听力。
2） 教师用多媒体呈现有关庞贝和楼兰的图画。学生通过观看图画，获取正 确答案，一目了然。形成对课文的感性认识，有利于进一步理解课文。
3） 由第2题引出文章的标题---lost civilizations。教师板书标题，并通过图画加深学生对lost civilizations 的理解。
Step 3. Fast-reading
Read the passage fast and answer the following questions:
1. What country is the author from?
2. Who was made director of the Pompeii dig in1860?
3. Who is Professor Zhang?
〔设计说明〕
复习前面学过的skimming 和 scanning 快速阅读的技巧。培养学生快速获取信息的能力。
Step 4. Reading
1. General reading
Read the passage carefully, find the information from the text and complete the following two forms.
Form1:
Dates
Main idea
Day1---7.15
Dy2 ---7.16
Day3---7.17
Day4---7.24
Day5---7.25
Form 2:
Purpose of the trip
To see the lost civilizations
Destination
Founded
Disappeared
Cause of disappearance
Discoverer
The scene the author saw
The scene before the city was buried
〔设计说明〕
通过完成两幅表格，帮助学生从时间上和内容上分别把握每一则日记的大意，从而从整体上把握文章的脉络。学生分组讨论后多媒体显示正确答案。
2. Detailed-reading
Read the passage carefully and answer the following questions.
1) What happened to Pompeii in August AD79?
2) How was the buried city discovered?
3) What were the stepping stones along the road in Pompeii used for?
4) Why was Loulan an important city about 2,000 years ago?
5) How do many people think Loulan disappeared?
6) According to the last sentence, how did the author feel about the loss
of Loulan?
〔设计说明〕
这几个问题反映了文章的中心内容。在对文章整体把握后，再处理这几个问题，使学生从整体到细节更进一步理解文章。在处理问题时，教师要注意强调重点词汇。
3. words and expressions
Match the new words with their definitions.
1) representing _____ a. (of a volcano) threw out lava and ash
2) took over _____ b. acting or speaking for a group
3) erupted _____ c. sadly, unluckily
4) unfortunately _____ d. rich
5) house _____ e. parts of a building that remain after it has been badly damaged
6) wealthy _____ huge
7) ruins _____ took control of
8) enormous _____ provides space for
Step5. Reading strategy
1. Ask the students to read "reading strategy" and learn how to read diary entries.
2. The writers of diaries often record feeling or opinions (emotions) as well as what they have done (actions). Do the sentences below express emotions (E) or actions (A)? Circle your answers.
1) I feel lucky to have won a place on this trip. (line 2) E/A
2) This morning we went to a lecture about Pompeii. (line 7) E/A
3) Unfortunately, all the people were buried alive, and so was the city. (lines 11-12) E/A
4) How amazing!(lines14-15) E/A
5) People started to dig in the area for treasure. (line 16-17) E/A
6) When I walked around the city, I saw streets just as they had been. (line 19) E/A
7) I am so excited to be here! (line 35) E/A
8) Sven found the remains of buildings buried under the sand. (line 39) E/A
〔设计说明〕
阅读课本上Reading strategy的内容，并通过完成相关练习更好地掌握阅读日记的技巧。
Step 5. Post- reading
1. Complete this e-mail that Ann wrote to one of her friends after visiting Pompeii and Loulan. Use the words from the box below.
Pompeii civilizations treasure commercial archaeologist volcano sand erupted ruins represent
Jane,
I was so excited to be picked to _____ Canada. I have been to _____ in Italy and am now in China visiting Loulan. Both places were important _____ cities about 2,000 years ago. They both disappeared and became lost_____. Pompeii was destroyed by a _____. It _____ and covered Pompeii with ash. Loulan disappeared under the _____. No one is quite sure why. There are just a few _____left. Some_____, such as coins and painted pots, was found, and recently some tombs. I'm becoming very interested in ancient civilizations. Maybe I'll become an _____ one day.
What do you think?
See you when I get back.
Ann
〔设计说明〕
本项练习是要求学生在掌握课文的基础上完成的。是对课文内容的扩展。既是检查学生对文章的理解程度，又是检查对词汇掌握的熟练度。
2. Discussion
Do you think it is important to protect cultural heritage? Why or why not?
Do you have any suggestions on how to protect it?
〔设计说明〕
锻炼学生说的能力。学生通过小组讨论的方式，增强保护文化遗产的意识。并通过讨论复习和巩固文章中重点的语句。
Step 6 . Homework
Write a diary entry on your traveling to a lost civilization.
Finish Part F after class.
〔设计说明〕
听与读的输入为写的输出作了充分的准备。通过写巩固对课文的理解。培养学生综合运用语言的能力。
The design of the writing on the Bb:
Unit 3 Back to the past
Lost civilizations
took over erupted ruins treasure wealthy
enormous house sand represent commercial
Record after class:
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