牛津译林版英语高一下册Module 3《Unit 3 Back to the past》word教案
文档属性
| 名称 | 牛津译林版英语高一下册Module 3《Unit 3 Back to the past》word教案 |  | |
| 格式 | zip | ||
| 文件大小 | 19.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2012-04-11 12:58:20 | ||
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文档简介
单元：Unit 3 back to the past
板块：Reading
Analysis of the text:
本课的教学内容是《牛津高中英语》模块三，第三单元的阅读课文---Lost civilizations。本课主要是关于一名加拿大学生记叙的在意大利的庞贝和中国的楼兰两地的旅行见闻及感受。而本课却又采取日记的形式，自然给读者一种身临其境的感觉，进而让读者更好的了解我们的失落的文明及其原因。
Teaching aims：
Enable students to grasp the words about civilizations.
Develop their creative, comprehensive and consolidating abilities.
Teaching difficult and important points:
Understand the lost civilizations better.
Develop their reading abilities.
教学设计
总体思路
本课的教学设计可以分为导入、呈现主题、快速阅读、阅读理解、阅读策略、阅读扩展、家庭作业等几部分。各部分以人类文明这一主线贯穿起来。使整个教学过程环环相扣，主题分明。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，重点训练学生的阅读技巧，在培养阅读能力的同时兼顾其它能力的培养，并最终提高学生英语语言综合运用的能力。在教学中采用多媒体等教学辅助手段，力求以最直观的方式，使学生感受古代文明的魅力。在教学活动中，通过小组讨论等多种方式激发学生兴趣，启迪思维。
Teaching procedures:
Step 1 Lead-in
Use multimedia to show students the pictures representing ancient civilizations. Ask students to talk about the pictures according to the following questions.
Question:
What does the title Lost Civilizations mean
Where are the places in the pictures
〔设计说明〕
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。
Step 2 Presentation
Listen to the tape and ask some students to answer the following questions:
What country is the author from
What is one main similarities between Pompeii and Loulan
Who was made director of thje Pompeii dig in 1860
〔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片。激活学生已有的背景知识，形成对课文的感性认识，有利于进一步理解课文。
Step 3 Fast-reading
Find the historical information about Pompeii and Loulan.
Pompeii time even
in the 8th century
in 89 BC
on 24th Aug. AD 79
in 1860
Loulan 2000 years ago
from AD 200to AD 500
100 years ago
〔设计说明〕
通过完成上述表格，帮助学生分别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。
Step 4 Further reading
A. Give the students some minutes to go through the text and give the answers to the following questions:
(1) What happened to Pompeii in August AD 79
(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
B. Do the sentences below express emotions (E) or actions (A) Circleyour answers.
1 I feel lucky to have won a place on this trip. E / A
2 This morning we went to a lecture about Pompeii. E / A
3 Unfortunately, all the people were buried alive, and so was the city ! E / A
4 How amazing ! E / A
5 People started to dig in the area for treasure. E / A
6 When I walked around the city, I saw streets just as they had been. E / A
7 I am so excited to be here! E / A
8 Sven found the remains of building buried under the sand. E / A
〔设计说明〕
学生分工合作，阅读课本上Reading strategy的内容并讨论日记的特点。在明确日记记述的时间、地点的同时注意分清哪些部分是对事件的描述，哪些是对作者的个人情感的描述。
C.Guess the meanings from the context if you do not know the answer:
1 represent _______ a (of a volcano) threw out lava and ash
2 take over _______ b acting or speaking for a group
3 erupt _______ c sadly, unlikely
4 unfortunately _______ d rich
5 house _______ e part of a building that remain after it has been badly damaged or destoryed
6 wealthy _______ f huge
7 ruins _______ g take control of
8 enormous _______ h provide space for
〔设计说明〕
培养学生根据上下文猜测词义的能力，提高学生用英语理解英语的能力。加深和巩固课文中的重要词汇。
D Use the following words to complete this passage.
Pompeii civilizations treasure commercial sand
archaeologist volcano ruins erupted represent
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 am becoming very interested in ancient civilizations. Maybe I shall become an ___________ one day.
〔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。
Step 5 Creative discussion
Some people think that it is important to preserve old buildings and archaeological sites, while others think that the money and time should be used to help the poor. What's your opinion
Pro-
know about the histroy learn about past culture
devolop tourism ...
anti-
help the poor is more important spend money on feeding, clothing, housing the poor...
the present matters more than the past
people are more important than old buildings that have disappeared
(设计说明)
以 Pompeii 和 Loulan作为失落的文明为背景，培养学生对待保护文化古迹的正确态度及看法。
step 6 Homework
Revise what has been learned in the class, try to retell the passage.
〔设计说明〕
课外作业是课堂教学的深化。学生基于讨论而进行的写作不但使他们能进一步理解文章的内容，还能帮助他们熟悉目标语言，巩固所学知识，提高写作能力。
The design of the writing on the Bb:
Unit 3 Back to the pastLost civilizationsPompeii Loulan
板块：Reading
Analysis of the text:
本课的教学内容是《牛津高中英语》模块三，第三单元的阅读课文---Lost civilizations。本课主要是关于一名加拿大学生记叙的在意大利的庞贝和中国的楼兰两地的旅行见闻及感受。而本课却又采取日记的形式，自然给读者一种身临其境的感觉，进而让读者更好的了解我们的失落的文明及其原因。
Teaching aims：
Enable students to grasp the words about civilizations.
Develop their creative, comprehensive and consolidating abilities.
Teaching difficult and important points:
Understand the lost civilizations better.
Develop their reading abilities.
教学设计
总体思路
本课的教学设计可以分为导入、呈现主题、快速阅读、阅读理解、阅读策略、阅读扩展、家庭作业等几部分。各部分以人类文明这一主线贯穿起来。使整个教学过程环环相扣，主题分明。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，重点训练学生的阅读技巧，在培养阅读能力的同时兼顾其它能力的培养，并最终提高学生英语语言综合运用的能力。在教学中采用多媒体等教学辅助手段，力求以最直观的方式，使学生感受古代文明的魅力。在教学活动中，通过小组讨论等多种方式激发学生兴趣，启迪思维。
Teaching procedures:
Step 1 Lead-in
Use multimedia to show students the pictures representing ancient civilizations. Ask students to talk about the pictures according to the following questions.
Question:
What does the title Lost Civilizations mean
Where are the places in the pictures
〔设计说明〕
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。
Step 2 Presentation
Listen to the tape and ask some students to answer the following questions:
What country is the author from
What is one main similarities between Pompeii and Loulan
Who was made director of thje Pompeii dig in 1860
〔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片。激活学生已有的背景知识，形成对课文的感性认识，有利于进一步理解课文。
Step 3 Fast-reading
Find the historical information about Pompeii and Loulan.
Pompeii time even
in the 8th century
in 89 BC
on 24th Aug. AD 79
in 1860
Loulan 2000 years ago
from AD 200to AD 500
100 years ago
〔设计说明〕
通过完成上述表格，帮助学生分别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。
Step 4 Further reading
A. Give the students some minutes to go through the text and give the answers to the following questions:
(1) What happened to Pompeii in August AD 79
(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
B. Do the sentences below express emotions (E) or actions (A) Circleyour answers.
1 I feel lucky to have won a place on this trip. E / A
2 This morning we went to a lecture about Pompeii. E / A
3 Unfortunately, all the people were buried alive, and so was the city ! E / A
4 How amazing ! E / A
5 People started to dig in the area for treasure. E / A
6 When I walked around the city, I saw streets just as they had been. E / A
7 I am so excited to be here! E / A
8 Sven found the remains of building buried under the sand. E / A
〔设计说明〕
学生分工合作，阅读课本上Reading strategy的内容并讨论日记的特点。在明确日记记述的时间、地点的同时注意分清哪些部分是对事件的描述，哪些是对作者的个人情感的描述。
C.Guess the meanings from the context if you do not know the answer:
1 represent _______ a (of a volcano) threw out lava and ash
2 take over _______ b acting or speaking for a group
3 erupt _______ c sadly, unlikely
4 unfortunately _______ d rich
5 house _______ e part of a building that remain after it has been badly damaged or destoryed
6 wealthy _______ f huge
7 ruins _______ g take control of
8 enormous _______ h provide space for
〔设计说明〕
培养学生根据上下文猜测词义的能力，提高学生用英语理解英语的能力。加深和巩固课文中的重要词汇。
D Use the following words to complete this passage.
Pompeii civilizations treasure commercial sand
archaeologist volcano ruins erupted represent
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 am becoming very interested in ancient civilizations. Maybe I shall become an ___________ one day.
〔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。
Step 5 Creative discussion
Some people think that it is important to preserve old buildings and archaeological sites, while others think that the money and time should be used to help the poor. What's your opinion
Pro-
know about the histroy learn about past culture
devolop tourism ...
anti-
help the poor is more important spend money on feeding, clothing, housing the poor...
the present matters more than the past
people are more important than old buildings that have disappeared
(设计说明)
以 Pompeii 和 Loulan作为失落的文明为背景，培养学生对待保护文化古迹的正确态度及看法。
step 6 Homework
Revise what has been learned in the class, try to retell the passage.
〔设计说明〕
课外作业是课堂教学的深化。学生基于讨论而进行的写作不但使他们能进一步理解文章的内容，还能帮助他们熟悉目标语言，巩固所学知识，提高写作能力。
The design of the writing on the Bb:
Unit 3 Back to the pastLost civilizationsPompeii Loulan