示范教案 Period2：Reading(Unit 3 Amazing people)

Period 2
教学设计（一）
整体设计
The general idea of this period 教材分析
Three-Dimensional Goals三维目标
1. Knowledge and Skills
(1) Train the students’ reading ability reading skills—predicting infromation
(2) Learn some useful words and expressions.
2. Process and Methods
(1) Reading and listening
(2) Question-and-answer activity
(3) Discussion to help the students understand better what they’ve learned.
3. Emotion and Values
Arouse student’s desire for reading and curiosity about the character of the person in the text so as to wish to learn form them and develop their nature in exploring the world.
Teaching Aims 教学目标
1 Train the students’ reading ability.
2 Learn and master the following words and phrases
1) Words: curse mummy explore adventurous curious Egyptian preserve secretary coincidence disturb jewel riches
Teaching important points教学重点
1.Improve the students’ reading ability.
2.Enable the students understand the text better.
3.Get the students to master the tenses used in the passage.
4.Develop the students’ creative, comprehensive and consolidating abilities.
Teaching difficult Points教学难点
1. How to develop the students’reading abilit y——to predict and anticipate information in advance
2.The use of some useful expressions and sentence patterns.
Teaching methods 教学方法
1.Enjoyment of a short film before reading to make the students interested in what they’ll learn.
2.Fast reading to get the general idea of the text.
3.Careful reading to answer some detailed questions.
4.Individual, pair or group activities to make every student work in class.
Teaching Aids教具准备
2.The blackboard
Teaching Procedures教学过程
Step 1 lead-in
Help students to recall the well-known film TITANIC by showing them a short flash of the
film. The purpose of this activity is to arouse the students’interest and curiosity to read the passage because of the questions following this activity.
The real reason for the disaster, they claimed, lay within
Titanic‘s hold. There, inside one of the rooms in the
ship, was a mummified body of an Egyptian princess
being shipped to America for a private collector. The
mummy was cursed, and when the unthinkable
happened, the collector bribed（贿赂）the crew to put
the mummy in a lifeboat.
Safely in America, the mummy brought such bad
luck to the collector that he shipped it back to Europe
on the ship Empress of Ireland--which sank with the
loss of hundreds of lives. Somehow, the mummy was
saved again.
The owner now decided to return it to Egypt on a third
ship, the Lusitanian, which was torpedoed(鱼雷攻击)
by a German submarine（潜水艇）.
Step 2 Reading comprehension
1 Reading strateg y――predicting information in advance
Before asking students to skim the passage, direct their attention to the reading strategy first. Conduct the activity as follows:
1)
2)
3)
4)
1)
2)
3)
After the discussion, tell the students the first paragraph serves as a general introduction of Howard Carter, and list the key words in the first paragraph on the blackboard.
Famous brave adventurous amazing
Ask students to predict the content of the paragraphs that follow with the help of the key words. Teacher may ask the students to answer the following questions:
1)
2)
2 Skimming
Ask students to skim the passage and complete the three questions in Part A on page 42.
Suggested answers:
1)The article is about a mummy’s curse.
2)The name of the Egyptian King was Tutankhamun.
3)They fell ill and died.
3Reread the passage
Ask the students to reread the passage and identify which statements are true and which are false. Have students complete Part C1 individually. Check the answers as a class.
Statements in Part C2 are summaries of the paragraphs. Ask students to match the statements with the paragraphs. Check the answers as a class.
Suggested answers:
C1
1 F
2 F
3 T
4 F
5 F
6 T
7 F
8 T
C2
Paragraph 1 __e__ Paragraph 5 __g__
Paragraph 2 __b__ Paragraph 6 __h__
Paragraph 3 __d__ Paragraph 7 __a__
Paragraph 4 __c__ Paragraph 8 __f__
4Listening for detailed information
Evaluate students’comprehension by asking them to identify the relationships between these characters. Ask students to retell the passage according to the following diagram.
5 Structure reading
Ask students to divide the text into a few parts according to the general idea of each paragraph.
According to the diagram, teachers let students make a summary of the text or let students fill in the blanks.
Fill in the blanks according to the article:
Howard carter is one of the most famous the world has ever known. He was and about the world outside his hometown when he was very young. By the 1920s, he had become an explorer, for the tombs of the Egyptian kings. In 1922,Howard Carter made his most discovery of all, in the Valley of the Kings, in Egypt, where he found the tomb of King . However, not long after the tomb had been opened, people in Carter’s team began to and die strangely. Within seven years, 21 people who had something to do with the opening of the tomb died. Some people say the deaths were just .Others believe that they were the result of the mummy’s . However, still others believe that there is a explanation, because inside the tombs there are many .
Suggested answers:
explorers bright curious searching amazing Tutankhamun fall ill coincidence curse scientific viruses
6．Discussion
Divide students into groups and let discuss the following questions:
Step 3 consolidation
Ask students to complete Parts D and E individually. You can adapt Part D as the example shows. After completing Part D, students are required to read the article in Part E and then fill in the missing words. Check the exercise as a class.
Suggested answers:
D 1 f 2 c 3 b 4 d 5 a 6 e
E (1) Egypt （2）preserved （3）mummies
（4）lucky （5）Lord Carnarvon （6）Kings
（7）amazing （8）famous （9）snake
（10）curse
Step 4 post-reading activities
1)Ask students to express their opinions on the following questions.
(1)
(2)
(3)
(4)
(5)
2)Ask students to write a summary about Howard Carter.
3)
4)Ask students to focus on Part F and make up a dialogue as the example shows. Make
sure that all the students participate in the discussion.
Step5 Homework
Read the passage again, and look up the important words and sentences in your
dictionary and in your reference materials.
Activities and inquires活动与探究
A theme report about old Egyptian history and culture
Know more about Egyptian pyramids, mummy and the latest discoveries of the mystery of Tutankhamun’s tomb..
1. Divide the students into three groups and give each group one task..
Group 1: Search for the information about Egyptian pyramids, including its history, its framework and other information.
Group 2 Search for the information about mummy.
Group 3 Search for the information about Tutankhamun and the latest discoveries of the mystery of Tutankhamun’s tomb..
2. Go to library to borrow some related books or surf the Internet to look for useful information
and copy them together. Then arrange the information into a theme report.
3. Hold a theme report about old Egyptian history and culture for the others to learn.
A brief teaching plan for reading教学设计（二）
Teaching Procedures教学过程
Step 1 Pre-reading discussion
Talk about some amazing people
Step 2 Presentation of the reading passage with the picture of Howard Carter (see ppt) Step 3 Reading strategy ---Prediction
Predict information in advance with the help of the title
1.
3. Read the first paragraph and make the prediction more specific
1). Read the first paragraph and see if it agrees with their anticipation.
2).Predict what the following paragraphs are likely to discuss with the help of the information
in the first paragraph.
Step 4 Reading
1. Read the rest of the passage and check their anticipation.
2. Read and find the main idea of each paragraph
. Match the summaries with the right paragraphs (see ppt)
1).There is a scientific reason why people died after entering the tomb.
2). Howard Carter did not go to school and later became an explorer.
3). Lord Carnarvon died after Carter had opened the tomb.
4). Harward Carter discovered the tomb of King Tutankhamun.
5). A short introduction of Howard Carter’s life story.
6).The mystery of Tutankhamun’s tomb has never been fully explained.
7). More people died after Carter’s discovery.
8). People keep wondering why so many people died and have suggested all sorts of
possibilities.
3. Read and divide the passage
--Four
1)Brief introduction about Howard
2)His most amazing discovery.
3)Consequences of the discovery.
4)Different explanations of the consequences.
4.Reading for details about each part
1) The first part
Howard Carter’s personality
His schooling
His discovery
2) Detailed reading about his greatest discovery
Finish the following diagram (see ppt)
Characters Who was he? How did he die? When did he die?
Lord Carnarvon
George Gould
Arthur Mace
Richard Bethell
The pet bird eaten by a snake
Lights in Cairo went out
4) Reading for different explanations
a. Coincidence
b. The result of the mummy’s curse
c. Viruses breathed in
d. A mystery
Step 5 Follow-up discussion
2. To be a successful explorer, personality is very important.
References for Reading
The mummy returns
AN ancient Egyptian mummy returned home last month 150 years after being stolen by a
Canadian doctor.
As soon as Englishman Howard Carter found King Tut's tomb, strange things started to happen. On the night of the discovery, Carter's canary (金丝雀) was killed by a snake. It was the same kind of snake found on a symbol worn by the Pharaohs on their foreheads.
A few months later, Lord Carnarvon, the man who paid for Carter's trip, died suddenly in Cairo (开罗) of unknown causes. By 1935, no fewer than 21 people connected with the discovery of the tomb had died.
After much argument over whether the curse of King Tut really existed, four years ago German scientist Gotthard Kramer tried to find out for certain. He discovered that bacteria (细菌) on the mummy could have been responsible for the deaths. "When this bacteria enters the body through the nose, mouth or eyes," Kramer said, "it can result in illness or even death, particularly to those with bad health."
But perhaps the power of the curse is in the mind of those who believe it. Carter, the man who actually opened the tomb, lived to 66 before dying of natural causes. "All sensible people should dismiss(不予理会) these curse ideas as rubbish," he said.
木乃伊毒咒
In The True Curse of the Mummy, Egyptologist Dr. Joann Fletcher seeks to separate fact from fiction behind the real story that inspir ed Bram Stoker’s 1903 novel Jewel of the Seven Stars and reveals the true origins of the mummy curse legends. Bram Stoker’s story, combined with Victorian stage shows that unwrapped mummies in front of audiences, set the stage for the now clichéd mummy sto ry. Strangely, the “curse” might have a seed of truth to it—scientists have discovered ancient fungal spores in some tombs, which could have infected early archaeologists.
When a black African Mummy was discovered more than 1,000 kilometers from Egypt, a team of Italian archaeologists embarked on a quest that would span nearly 50 years. They searched throughout the continent for clues about who could have buried the mummy—and why it was found so far from Egypt, the civilization previously thought to be the first to mummify their dead. Their trail led them to a long-lost African culture that had influenced the development of ancient Egypt in ways that no one would have ever thought possible.
TUTANKHAMUN
The most famous Egyptian pharaoh today is, without doubt, Tutankhamun. The boy king died in his late teens and remained at rest in Egypt's Valley of the Kings for over 3,300 years.
All that changed in November 1922, when Tutankhamun's
tomb was discovered by the British Egyptologist Howard
Carter who was excavating on behalf of his patron Lord
Carnarvon. His tomb almost escaped discovery and could
have been undiscovered to this day.
Today, the tomb still contains the pharaoh's remains, hidden
from view inside the outermost of three coffins. He is the
only pharaoh still residing in the Valley of the Kings - as far
as we know!
The tomb itself is very small and appears to have been destined for someone of lesser importance. Tutankhamun's unexpected early demise saw the tomb's rushed modification to accommodate the pharaoh.。