高中英语M3U3readinglostcivilization教学设计新人教版必修3
Reading(2)：Lostcivilizations
教学设计--教案教材：牛津高中英语(模块四)高一下学期文档内容：教学设计—教案单元：Unit 3 Tomorrow’s world板块：Word power作者：鲁静课堂设计指导思想：本节课是以读、写为主的词汇教学课。
内容包括用名词或动词加上后缀构成抽象名词，以及与电脑相关的词汇等。
学习一定的构词法知识，可以有效地拓展学生的词汇量。
通过构词法教授词汇，不仅可以使学生利用较少的时间掌握较多的词汇，而且还可以使学生通过对词缀的了解来猜测词义，从而扩大词汇量。
本课主要通过引导学生自行归纳抽象名词的构成规律的方法进行教学，不仅有助于增加学生的词汇量，而且可以使学生初步形成自己的词汇认知策略，学会根据词根及后缀来猜测词义。
Teaching aims:1.Learn how to form abstract nouns from verbs and adjectives by adding suffixes.2.Learn some words related to computers.3.Expand related vocabulary and apply them practically.Teaching procedures:Step 1 Revision（PPT page 2，显示表格，更多的例子可补充在黑板上）Help students revise the common suffix used to form adjectives learnt in Unit 1 using the following chart and ask students to give more examples.【设计说明】复习以前所学的构词法知识，激活学生对后缀的相关记忆，以旧带新，有助于提高学习效率。
Step 2 Lead-in1.Ask students to compare the following two groups of words.（PPT page 5，鼠标点击，逐条显示）Group 1: house, boy, book, treeGroup 2: decision, difference,pleasure, safetyAsk students to consider the following questions:(1)Which part of speech is each of the following words?(2)What are the similarities and the differences between the two groups?Answers(1)They are all nouns.(2)The words in Group 1 refer to physical things and those in Group 2 refer to ideas, actionsand qualities.2.Tell students that the nouns in Group 2 are called abstract nouns. Ask students to read thedefinition of abstract nouns on page 46.（PPT page 6，鼠标点击，逐条显示，点击稍慢）3.Ask students to find more abstract nouns in the passage “ NOT JUST WA TCHING A FILM...”.And check the answers by showing the words in the PPT page 7, and ask them to watch thesewords and find out the similarity. These words are with a suffix, such as -ity, -ation, -ence, -ing, and -ment.●reality presentation information●experience action feeling●happiness achievement direction●argument convenience planning●-ity ; -ation; -ence; -ing; -ment【设计说明】通过分析、对比，引导学生自己发现抽象名词的特点，即不可为人的五官感知。
牛津高中英语必修3第3单元教案(Uint 3 Back to the Past period 2)
Period 2 Reading（1）整体设计教材分析这篇Reading的文章Lost civilizations（失落的文明）是一篇关于去探索失落的文明的文化探险。
它是一个加拿大学生Ann的旅行日记的节选。
主要讲述了去意大利的庞贝和中国的楼兰的文化之旅。
希望通过本文的学习了解这两个失落的文明的现状以及形成原因，从而能够知道更多的古文明。
并且从它们的形成原因中总结出教训来保护现代的文明，避免这样的悲剧再度发生。
文章前后共设计了六个活动。
A部分要求学生快速阅读文章，找到四个问题的答案；C1部分设计了六个小问题，要求学生仔细阅读课文，理解课文细节；C2部分是选择的文章中的八句话，要求学生判断这是作者表达的情感还是自己的行动；D1部分要求学生先在课文中找到所列八个词条，并根据上下文猜测其含义，然后将这些词条与其英文释义相搭配；D2部分是从文章找出的五个代词，要求学生通过理解上下文，判断那些代词所指代的内容；E1部分是Ann在庞贝和楼兰之旅后写给他一个朋友的电子邮件，要求学生根据所给的单词和文章内容完成这封电子邮件；F部分要求学生讨论他们是否是对过去的事情感兴趣。
三维目标1. 知识与技能1)Enable the students to read the diaries about a cultural expedition to sites of lost civilizations.2)Help the students learn how to analyze the elements of diaries and learn the reading strategy of diary entries. Improve the students‟ reading ability.3)Enable the students to master some important words and expressions:civilization, lecture, erupt, bury, destroy, wealthy, commercial, institute, ruin, house, remains, material, document, enormous, take over, by the time, prevent. . . from doing sth.4)Learn some useful sentence structures:They called her the Loulan Beauty.The city was founded in the 8th century BC.2. 过程与方法Train the students‟reading ability. While reading, use the approaches of listening, skimming, scanning and discussion to understand this reading. Pay attention to the reading strategy of how to read diary entries. Discuss in pairs or in groups to finish the task-based in-class activities and explain some language points.3. 情感与价值Make sure the students can learn to respect the past. The students should try to learn the history. And the students should apply it to their future study.教学重点1. Help the students to read several excerpts from the travel diary kept by Ann.2. Help the students to learn some useful words, expressions and some sentence structures.教学难点1. To help the students develop the ability of reading diary entries.2. Get the students to retell the cultural expedition.教学过程教学设计（一）→ Step 1 RevisionCheck the homework1. Do you remember what we learned yesterday?2. What did we learn from the discussion?3. Ask some students to read their reports about the magnificent structure they choose.→ Step 2 Lead-inY ou all did a good job. But it‟s really a pity that some ancient civilizations have disappeared as a result of natural and human activities, you must have complex feelings when you have a chance to visit the lost civilizations.1. In the past thousands of years, people have built many magnificent structures around the world. China has a long history. Can you name some buildings that can represent ancient civilizations in China?Suggested answers:the Great Wall, the Summer Palace, the Temple of Heaven, the Thirteen Tombs of the Ming Dynasty, the Confucius Temple, the Silk Road, Royal Gardens of Suzhou. . .2. Have you ever been to these places? If so, can you tell us more about them?If possible, ask the students to show some photos they took in those places.3. Can you name as many lost civilizations as you can?4. Show some pictures of Pompeii and Loulan and encourage the students to imagineAre you curious about what the two cities looked like in the past?How did people in the two cities use to live?Can you guess why people disappeared from the two cities?What happened to them?Do you know how the two cities were discovered a thousand years later?→ Step 3 ReadingSkimmingIn this procedure, the teacher encourages the students to develop their predictive skills according to the title to guess as much as they can abThey should be encouraged to make sensible guesses about the aim, attitudes of the writer and his or her original purpose in writing the passage. There are of course no “wrong” answers when we are asking the students to make guesses, and the students should not be criticized for inaccurate guesses.Then come to the article and ask the students to read the text quickly and answer the questions.First go through the text quickly to find specific information.Check the answers three minutes later.Questions:1. What country is the author from?2. What is one main similarity between Pompeii and Loulan?3. Who was made director of the Pompeii dig in 1860?4. Who is Professor Zhang?Suggested answers:1. Canada.2. Both of them became lost civilizations about 2, 000 years age.3. The Italian archaeologist Giuseppe Fiorelli.4. An archaeologist from the local cultural institute.Detailed ReadingAsk the students to read the text more carefully, summarize the main idea of each diary entryDay 1～Day 2:What happened to Pompeii in August A. D. 79?Day 3:How was the buried city discovered?What were the stepping stones along the road in Pompeii used for?Day 10:Why was Loulan an important city about 2, 000 years ago?How do many people think Loulan disappeared?Day 11:According to the last sentence, how did the author feel about the loss of Loulan?Multiple choices(1) What happened soon after the ruins of Pompeii were found?A. It was well protected by the local government.B. It was dug by the Italian archaeologist Giuseppe.C. It was badly damaged by people digging in the area for treasure.D. The bodies of people buried were stolen.(2) Which of the following statements is NOT true?A. Both of the two cities were lost civilizations about 2, 000 years ago.B. Both of the two cities were discovered by local people.C. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.D. Pompeii was in Italy while Loulan was in China.(3) The purpose of writing this passage is_____________ .A. to show how happy the writer was to have such a chance to visit the sitesB. to arouse people‟s sense of protecting civilizationsC. to compare the civilizations of Pompeii and LoulanD. to tell us how Pompeii and Loulan were destroyedSuggested answers: (1)C(2)B(3)BNow, can you tell me what expressions usually help them talk about personal feelings?Suggested answers:I feel. . .I think. . .Luckily. . .Surprisingly. . .It‟s amazing. . .Do you know how the writer of our text expressed her feelings?Read the instructions of Part C2 carefully and finish the exercise.Suggested answers:1E2A3E4E5A6A7E8AAsk the students to discuss in pairs about what features are usually included in diaryarticle Lost civilizations.(dates, names of places, facts, historical information, personal feelings, personal opinions) Ask the students to read the Reading Strategy. Tell the students that in travel diaries, it is very important to include dates, place names, facts, historical information and personal emotions and opinions.Therefore, while reading diary entries, they should pay special attention to sentences containing important information.Ask the students to discuss in groups of four or six and assign the task for each group→ Step 4 Listening and ConsolidationListen to the tape and fill in the blanks with proper words.Both Pompeii in_____________ and Loulan in China became_____________ ____________ about 2, 000 years ago. Pompeii was _____________ in the 8th century B. C. and was _____________ _____________ by the Romans in 89 B. C. On 24th Aug. A. D. 79, Mount V esuvius _____________ and the city was_____________ _____________ . Loulan was a _____________ _____________ on the Silk Road. It disappeared under the_____________. There are just a few _____________ left. Some_____________ , such as coins and painted pots, were found.Suggested answers:stopping point, storm, ruins, treasuresFind the historical information about Pompeii and Loulan, and fill in the chart.Suggested answers:Ask the students to complete Parts D1 and D2. Suggested answer:D1: b g a c h d e fD2: 1. Pompeii2. the fact that people started to dig in the area for treasure3. near Pompeii4. Loulan5. the fact that the desert was once a green land with enormous treesAnn wrote an e-mail to one of her friends after visiting Pompeii and Loulan. Try to complete the e-mail in Part E.Suggested answer:(1) represent(2) Pompeii(3) commercial(4) civilizations(5) volcano(7) sand(8) ruins(9) treasures(10) archaeologist→ Step 5 Post-reading activitiesActivity 1RetellingScan the text again and try to retell the cultural expedition using the third person.Ann, a representative of Canada, felt very lucky to win a place on that trip.On 15th July, they started from Italy.On 16th July. . . lecture. . . Pompeii. . . learnt a lot. . .On 17th July. . . saw. . . city of Pompeii. . . amazed. . . walked. . . streets. . . houses. . . bodies of people. . . volcano. . .On 18th July. . . Naples . . . museum. . . treasures. . .On 24th July. . . Loulan. . .Activity 2InterviewHa ve the student interview “Ann”questions about the dates, places, facts or personal feelings. Encourage the students to use their imagination to ask and answer as many reasonable questions as possible.Read Part F and discuss with their partner the questions listed. Encourage the students to share their opinions and report their answers to the class.Sample answers:1. In my point of view, it is useful for people to study things from the past because knowledge can transfer and accumulate from generation to generation. People in the past have created magnificent civilizations and it‟s really a pity that most of them no longer exist. It could be a much better world if we still knew all that knowledge now.Besides, learning from the past also means learning to avoid making similar mistakes a second time.People have suffered again and again from wars and diseases and perhaps much of the suffering could be prevented. We could have a more peaceful world if we had learnt from our past failure.2. Just as the old say ing goes, …History repeats itself‟, some events in history wereIf you study the wars in history or in modern times, you will find that the origins are always based on the pursuit of profit and selfish ambition.Hopefully, as we look at the patterns of history, we can do something to prevent bad things from happening again.→ Step 6 Homework1. Finish the exercises on page 106 of the Workbook.2. Read the article in Part B in Reading on page 111 of the Workbook.3. Read the text aloud after class.板书设计Lost civilizationsRetelling:Ann, a representative of Canada, felt very lucky to win a place on that trip.On 15th July, they started from Italy.On 16th July. . . lecture . . . Pompeii . . . learnt a lot . . .bodies of people . . . volcano . . .On 18th July. . . Naples. . . museum . . . treasures. . .On 24th July. . . Loulan . . .教学设计（二）→ Step 1 Re visionThe article Lost civilizations is about a cultural expedition to sites of lost civilizations. The reading text is made up of several excerpts from the travel diary kept by a Canadian student about her travel experience in Pompeii in Italy and in Loulan in China. The students are expected to gaincomprehension. The reading strategy in this unit teaches the students how to read diary entries. The students are exstudy.Since you have previewed the Reading, give the definitions of these words.1. erupt2. unfortunate3. director4. house5. commercial6. remains7. document8. enormous9. bury10. wealthySuggested answers:1. (of a volcano) suddenly throw out lava, etc2. used when you are mentioning a fact that you wish were not true3. person who manages, esp as a member of a board, the affairs of a business company4. store (goods, etc. )5. of or for commerce6. ancient buildings, etc. that have survived when others were destroyed; ruins7. paper, form, book, etc. giving information about sth, evidence or proof of sth8. very large; immense9. place (a dead body) in a grave or hide (sb/sth) in the earth; cover with soil, rocks, leaves, etc.10. rich and having a lot of money, possessions, etc.→ Step 2 Lead-inIn the past thousands of years, people have built many magnificent structures around theworld. China has a long history. Can you name some buildings that could represent ancient civilizations in China?→ Step 3 ReadingSkimmingIn this procedure, the teacher encourages the students to develop their predictive skills according to the title and conclusion to guess as much as they can about a passage before they readwriter and his or her original purpose in writing the passage. There are of course no “wrong” answers when we are asking the students to make guesses, and the students should not be criticized for inaccurate guesses.Then come to the article and ask the students to read the text quickly and answer the questions.First go through the text quickly to find specific information.Check the answers three minutes later.Questions:1. What country is the author from?2. What is one main similarity between Pompeii and Loulan?3. Who was made director of the Pompeii dig in 1860?4. Who is Professor Zhang?Scanningthe text. In this way, they built an outline or summary of the text in their minds. This will greatly help them work out the full meaning when they finally read the text quickly.Ask the students to read the text more carefully, and summarize the main idea of each diary entry.Ask the students to read the text more carefully and then answer the following questions and answer the following questions.What happened to Pompeii in August A. D. 79?How was the buried city discovered?What were the stepping stones along the road in Pompeii used for?Why was Loulan an important city about 2, 000 years ago?How do many people think Loulan disappeared?According to the last sentence, how did the author feel about the loss of Loulan?Detailed readingAsk the students to read the text more carefully to find some details of each part.Now it‟s time for the students to scan the passage to get certain information quickly. Let the students have a group competition. Since team work plays a very important part in the school life for the teenagers, if possible, more chances should be given to the students to let them be aware of team spirit. Tell the students that they will be divided into four groups—Groups 1, 2, 3, and 4. They should try their best to find the details about the things talked about in the passage. If one student can get one of them, he or she will be given 10 marks. Ask them to remember to use the reading strategy-scanning.Five minutes later, check the answers. Ask several students to give their answers.→ Step 4 ListeningListen to the text and read together with it.The teacher plays the tape for the students to listen to. After that the teacher gives the students a few minutes to read aloud the passage. Meanwhile, the teacher asks students to try to remember some details.→ Step 5 Reading strategyMost of you keep a diary to record your daily life, but do you know how to read diaries?Ask the students to read the Reading Strategy. Tell the students that in travel diaries, it is very important to include dates, place names, facts, historical information and personand opinions.Therefore, while reading diary entries, they should pay special attention to sentences containing important information.Ask the students to discuss in groups of four or six and assign the task for each group→ Step 6 P ractice and discussionAsk the students to complete Part C2, Part D1, Part D2 and Part E.→ Step 7 DiscussionAfter reading the passage about the lost civilizations. What have you learned from these entries?→ Step 8 Flomework1. Finish A1 and A2 on page 106 of the Workbook.2. Retell the article in their own words.3. Find out the difficult points in the passage.活动与探究The following steps are designed for the students to practise their spoken English and reading ability, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.1. Teacher‟s activity: Provide as much information about lost civilizations as possible to leta second time.2. Students‟activities: Do reading comprehensions to master the strategy of how to read diary entries.3. Group work: Divide the students into groups of four or six.1）Interview “Ann” about her cultural expedition.2）Surf the Internet to filost civilizations.。
Lostcivilizations教学设计
《Lost civilizations》教学设计扬中市第二高级中学耿蕾一、教材解读：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。
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、演讲等多种方式激发学生自主学习的兴趣，启迪思维并培养学生尊重，热爱和保护中国以及世界文化遗产的意识。
而且，学好这一部分也为本单元接下来的部分打好基础、做好准备,比如说Task部分的Giving a talk about a historical event及写作提供模板。
二、学情分析：高一的学生，从年龄特点来看，已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。
从知识基础来看，他们已经具备一定的英语知识和运用能力。
通过初中的英语学习，高一的学生已经具备一定的阅读能力，但是还是仅仅停留在表面层次，没有形成系统的知识体系。
对于阅读在英语学习中的地位和作用也没有深刻的理解，需要教师的引导，对阅读材料有全面深刻的理解进而形成自己的见解。
本课程选取的《失落的文明》这样的主题和内容，符合此年龄阶段学生的心理特征和知识结构的需要。
这个话题，可能学生在日常生活中不是很熟悉。
这篇文章把意大利的庞贝和中国的楼兰这两大失落的文明放在一起，在阅读文章的过程中，不仅培养了学生阅读游记日记的阅读能力，更使学生了解到我们需要尊重及保护不同国家的文化遗产。
【导学案】M3 U3 Reading Lost civilizations课堂学案
M3 U3 Reading Lost civilizationsLanguage itemsWuxi Shibei Senior High SchoolWang Lei(Apr. 11, 2013)1.be know asSentence completion:1. 林书豪是著名的篮球运动员。
Lin Shuhao _________________ a basketball player in NBA.2. 他的英勇行为已经为大家所知。
His brave deeds have ________________ all of us.3. 纽约以其摩天大楼而驰名。
New York _________________ its skyscrapers.4. 我已经向我的新同学作了自我介绍。
I have________________________ my new classmates.5. 众所周知，钓鱼岛属于。
___________________, DiaoyuIslands belongs to China.2.take overBlank filling:1.In order to build a new theatre, we have to ____________ the old one.2. I’m sorry. I __________ what I said.3. Don’t _________ by his lies.4. He was homeless, so we _______him______.5. It was so hot that I _________ my sweater.6. His business __________ after his ten year’ s hard work.7. She __________ teaching in 1950.8. He ___________ as a waiter by the cafe.9. I can’ t __________ any extra work because I’ m too busy.10. Near the window is a table, and it _________ too much room.3.Near the city was a volcanoSentence conversion:A student sat by the window.=__________________________________________________________A teacher is among the students.=___________________________________________________________ Some cats are on the sofa.=__________________________________________________________A cat is on the sofa.=___________________________________________________________ 4.so was the cityMultiple choices:1.—I watched the TV program last night.—______.A. So I doB. So I didC. So did ID. So do I2.Jane won’t join us for dinner tonightand ______.A. neither won’t TomB. either won’t TomC. neither will TomD. so will Tom3.---Will you go to the museum?---If you go, _______.A.so do IB. so will IC. so I doD. so I will4.---Our foreign teacher is Australian but she loves China very much.---________.A. So does heB. So is heC. So will heD. So it is with him5. ---You forgot your purse when you left the shop.---Good heavens, _____.A. so did IB. so I didC. I did soD. I so did5. turn outSentence conversion:Our decisions turn out (to be) correct.Our decisions ________ ________ ________ correct.________ ________ ________ ________ our decisions are correct._______ ________ ________ ________, our decisions are correct.6.be believed to doA.Sentence completion:据说他正在国外留学。
教育教学案例1
1.Let the students read the article carefully and comparePompeiiand Loulan.
2.Ask the questions about the two cities. Let studentsfinish the table about the two cites.
设计说明：
The song of Loulan Girls and the video aboutPompeiican arouse students’ interest and catch their attention to the article. The song, the video and the pictures can make students know something about Loulan andPompeiiand eager to know more about the two cities.
[案例描述]：
教案背景
1.面向学生：高一年级
2.学科：English
3.课时：1课时
4.学生课前准备：
(1)Preview the new words of text on page 42-45.
(2)Search the information about the city ofPompeiiand Loulan on the internet.
Step3: Communication and presentation
1. Let the students have a discussion and present how to read diary entries better.
Lost civilizations 教学设计
Back to the past教学设计（Module 3 unit 3）Reading作为教材的重要部分，由阅读和练习两部分组成，旨在为学生扩充文化信息，进一步培养其阅读技能，并提供口语训练知识，指导学生顺利表达。
Back to the past Lost civilizations一文篇幅较长, 内容围绕中心话题古代文明的失去，使学生通过对课文的学习，了解世界各地的文明及历史，作者着意训练学生根据所给问题从文章中迅速捕捉关键信息的水平，从而使学生训练整合英语水平，通过对课文的学习，能用英语用自己的语言把课文复述出来。
二、教材分析1.教材处理本单元的Welcome to the Unit围绕一些古代的历史遗迹展开，是对Reading内容很好的铺垫。
所以，作者先将教授这个部分内容，同时要求学生在课前尽可能多地收集与古代遗迹相关的信息，以获取详实的资料。
作者还对Reading 后的问题实行了调整，将其变为一个扩展讨论题，并重新设计了Oral practise，使之更紧扣学生已学的知识和内容，以便培养学生整合信息和表达观点的水平。
2．教学目标（1）使学生了解古代文明的现状，引导其形成对待古代文明的准确态度。
（2）使学生学会分析文章的结构，用关键词概括文章大意，并能在整合信息的基础上用英语实行口头和书面表达。
（3）使学生学会对他人的口头表达内容实行评价，并注意不同的文体在结构上的的差异3．教学重点和难点（1）在Reading部分，作者用了大量的表格比较，使学生对这几个古代文明有进一步的理解，pompeii,Loulan ,Vesuvius volcano,从而更进一步增强对全文的理解。
（2）通过对全文9个问题的设置，更进一步训练学生整合英语的水平。
（3）培养学生合理利用信息表达观点的水平。
三、教学设计1．总体思路综合技能课包含阅读和写作两部分，重在综合使用英语表达思想。
在阅读教学中，教师应着重指导学生使用多种阅读技能，如略读文章、归纳中心大意以及注重文章的文体和结构等；在写作教学中，教师应引导学生将在阅读中所学的语言知识使用到自己的表达中去。
Lostcivilizations教学设计
《Lost civilizations》教学设计扬中市第二高级中学耿蕾一、教材解读：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。
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、演讲等多种方式激发学生自主学习的兴趣，启迪思维并培养学生尊重，热爱和保护中国以及世界文化遗产的意识。
而且，学好这一部分也为本单元接下来的部分打好基础、做好准备,比如说Task部分的Giving a talk about a historical event及写作提供模板。
二、学情分析：高一的学生，从年龄特点来看，已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。
从知识基础来看，他们已经具备一定的英语知识和运用能力。
通过初中的英语学习，高一的学生已经具备一定的阅读能力，但是还是仅仅停留在表面层次，没有形成系统的知识体系。
对于阅读在英语学习中的地位和作用也没有深刻的理解，需要教师的引导，对阅读材料有全面深刻的理解进而形成自己的见解。
本课程选取的《失落的文明》这样的主题和内容，符合此年龄阶段学生的心理特征和知识结构的需要。
这个话题，可能学生在日常生活中不是很熟悉。
这篇文章把意大利的庞贝和中国的楼兰这两大失落的文明放在一起，在阅读文章的过程中，不仅培养了学生阅读游记日记的阅读能力，更使学生了解到我们需要尊重及保护不同国家的文化遗产。
Unit 3 Reading Lost civilizations模块三第三单元教学设计方案
1. To enable students to cooperate with others and know the importance of team spirit
2. To get them aware of the importance of protecting ancient relics
2. Considering most of them tend to be unwilling or afraid to speak out their opinions in front of class, it is necessary to adopt group cooperative learning methodology to smooth away or lower students’ anxiety in class activities and create a friendly, equal and harmonious atmosphere.
中青年骨干教师现代教育技术
实践活动教学设计方案
教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：
According to the national curriculum of English and language learning theories, when teaching reading, we should encouragestudents to do fast-readingfirst. Thatisto say, we should encourage oursudents to read as fast as they can when they do first-reading. So,much emphasis should be put on reading skills andcomprehensionabilitiesas well. So the important points are to gain an overall understanding of the passage,grasp the main idea of it,locate specific information and do relevant exercises to improve the ability of analysis and comprehension. And the difficult points arehow to use specific information extracted from the passage,how to develop students’ cooperative skills in a group, and how toachieveeffective communication.
M3U3 Reading lost civilization 学案
M3U3 ReadingLost Civilizations学案【学习目标】1. 通过对课文的理解了解有关楼兰古城和庞培古城遗迹的知识。
2. 掌握阅读历史文章的阅读策略。
3.背诵文中一些重点句型。
【学习重点】通过对课文的理解训练学生的阅读能力，并掌握一些重点句型的应用。
【学习难点】通过阅读文章训练学生的听说读写能力.【学法指导】掌握读日记的方法,采用多种方法对文章进行理解.【预习案】【使用说明及学法指导】1.Read and understand the passage as much as possible.2.Try to finish the exercises on page 42.预习自测：Write down the following phrases in English according to the text (That is to say --- all the phrases are from the text) and try to recite them crazily. （根据课文翻译下列词组并且疯狂背诵, 基础好的同学用每个词组造个句子）:Step1. 通读全文，翻译下列词组(1)被活埋______________________ （2）装饰着_________________(3)结果是______________ (4)在…保护下_________________________ (5) 未能做某事_____________________ (6) 身体垮掉___________________(7) 砍倒_______________ （8）导致____________________Step2. Write down your problems while you are reading.请找出你认为不容易理解的句子（写上哪一页第几行）,等待课堂内与同学及老师们一起探讨。
高中英语新牛津译林版精品教案《Reading(1)：Lost civilizations》
Teaching Aim: ArrayI 语言知识目标Knowedgeobective：vocabuar：to earn and uethe foowing word and emunicatingS wor b coo fact in the iaritie and difference between eatern and wetern ot civiiationTeaching Focu:1.To ue critica thining to read omeone’ diar entrie To be wie reader2.To ote the awarene of ancient and modern civiiationTeaching Aid:Mutimedia faciitieTeaching Method:Ta-baed TeachingTeaching ation reated to ae ure the now the difference between oation reatedThird, hare what’ read in grouation reatedThird, hare what’ read in groueone ha omething to ahow i quetion word and e:who， what， where，when， wh， howTo how ome quetion aed b the teacher a eamWh i the writer o ecited to be there1.To encourage tudent to raie their own quetion or ent reated to what the’ve read todaStemar1.To ead tudent to thin more about wh thee two ot civiiation are mentioned together2.To hare one attitude toward modern civiiation:If everone can mae contribution to modern civiiation, the word wi be more beautifu and harmoniou, which he eworAign the homewor:Tr to ove a our ent todaThe foowing webite can he;// activit/eii/// cithuide/ora/Deign on the bacboard;Lot civiiationvocano what erut whhowwhen where who。
教学设计Lost civilizations
Advance with English Module 3Unit 3 Back to the pastPeriod 2 Reading (1) Lost CivilizationsTeaching Aims：1. Enable the students to read the diaries about a cultural expedition to sites of lost civilizations.2. to improve the reading ability and help students understand the text wholly. Teaching Important Points：1. Help the students to read several excerpts from the travel diarykept by Ann.2. Help the students to learn some useful words , expressions andsome sentence structure.Teaching Difficult Points ：1. To help the students develop the ability of reading diary entries.2. Get the students to retell the cultural expedition.Teaching Methods ： 1. Students –centered2. Teacher and students’ interaction3. Multimedia wayTeaching Aids： 1. A computer to provide pictures and slides2. A blackboardTeaching procedures：Step 1：GreetingsT：Class begins! Good morning /afternoon, boys and girls!Ss：Good morning /afternoon, Mr. Sun!T：Sit down, please!Ss：Thank you!Step 2：RevisionCheck the homeworkT：1. Do you remember what we learned yesterday?2.What did we learn from the discussion?3. Ask some students to read their reports about the magnificent structure they choose.Step 3：Lead—inT：Wonderful ! All of you did good jobs. As we all know, in the past thousands of years, people have built many magnificent structures around the world , however , it’s really a pity that some ancient civilizations have disappeared because of natural and human activities , so it is with China . China has a long history . Can you name some buildings that represent ancient civilizations in China?Ss：the Great Wall, the Summer Palace, the Temple of Heaven , the Silk Road , the Thirteen Tombs of the Ming Dynasty, the Confucius Temple, Royal Gardens of Suzhou….T：Now I’d like to show you two other pictures of lost civilizations.Pompeii LoulanThrough a series of pictures to present the new words such as ：stepping stones , mosaic floors , Vesuvius , volcano , erupt , lava , ash , pour out onto the surrounding countryside , buried alive , turn to stone , commercial , wealthy city with enormous trees, gradually , archaeologist , the ruins of , pot , silk materials, documents.T：Now I’d like to ask you some questions：1.Are you curious about what the two cities looked like in the past?2.Can you guess why people disappeared from the two cities?3.Do you know how the two cities were discovered a thousand years later?Step 4 Fast-ReadingT：Ok. Today we are going to read a British society arranged for ten high school students from different countries to go on a cultural expedition to sites of “Lost Civilizations”.( Write the title “ Lost civilizations” on the blackboard ) What is the meaning of “Lost Civilization “? Show a picture of Yuanmingyuan and introduce the phrase of “Lost Civilizations.YuanmingyuanT：This time read the following diary entries quickly and answer these questions of Part A1.What country is the author from ?2.What is one main similarity between Pompeii and Loulan?3.Who was made director of the Pompeii dig in 1860?4.Who is Professor Zhang?Suggested answers：1.Canada.2.Both of them became lost civilizations about 2,000 years ago.3.The Italian archaeologist Giuseppe Fiorelli.4.An archaeologist from the local cultural institute.Step 5. Careful –ReadingT：Excellent ! Now read the diary entries carefully again and try to get as much information as you can , summarise the main idea of each diary entry and then do exercises of PartC1 and Part C2.Task A.Fill in the blanksDay1Day2Day3Day10Day11Suggested answers：Day1 Telling the purpose of the trip and the two destinations.Day2 Listening to a lecture about the city of Pompeii and the volcano eruption.Day3 Visiting the buried city -----Pompeii and getting amazed at it.Day10 Tired but exited to arrive in Loulan after several days of traveling.Day11 Introducing the discovery of dead city ----Loulan and feeling sad.Task B.C1. How well did you understand the details in the diary ? Read it again 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 2000 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?Suggested answers：1Mount Vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. All the people in Pompeii were buried alive, and so was the city2. It was discovered in the 18th century when a farmer found some stone with writing on it. People started to dig in the area for treasure, which caused much damage so in 1860,the Italian archaeologist Giuseppe Fiorelli was made director of the Pompeii dig3 with these stones, people did not have to step in the mud in the streets on rainy days4. Because it was a stopping point on the famous Silk Road between the East and the West5. It was gradually covered over by sandstorms from AD 200 to AD 500.6.she felt that it was a pity！Task C.C2. The writers of diaries often record feelings or opinions(emotions)as well as well as what they have done(actions).Do the sentences below express emotions(E)or actions(A)?circle your answers1.I feel lucky to have won a place on this trip.(line 2) E/A2.This morning we went to a lecture about Pompeii. (line 7) E/A3.Unfortunately,all the people were buried alive, and so was the city！(lines 11-12) E/A4.How amazing！(lines 14-15) E/A5.people started to dig in the area for treasure.(lines 16-17) E/A6.when l walked around the city, I saw streets just as they had been.(line19) E/A7. I am so excited to be here.(35) E/A8. Sven found the remains of buildings buried under the sand.(line39) E/ASuggested answers：1.E2.A3.E4.E5.A6.A.7.E8.AStep 6. Listening and ConsolidationT：Now this time let’s listen to the passage carefully and pay attention to your pronunciation andSuggested answers：1.representing2. which3. founded4. erupted5. alive6. 18th7. farmer8. mosaic9. paining10.stone 11. commercial 12. gradually 13. sandstorms 14. ruins 15.workshopsStep 7 Reading StrategyT：Most of you keep a diary to record your daily life , but do you know how to read diaries ?Now this time , please turn to page 43 and read the Reading Strategy. While reading diary entries , you should pay special attention to sentences containing important information .As we know , in travel diaries, it is very important to include dates , place names , facts , historical information and personal emotions and opinions. Ok, discuss in groups of four orSuggested answers：Step8 Post-reading activitiesActivity1 RetellingScan the text again and try to retell the cultural expedition using the third person. Ann, a representative of Canada, felt very lucky to win a place on that trip.On 15th July, they started from Italy.On 16th…lecture…Pompeii.. learnt a lot…On 17th July…saw…city of Pompeii…amazed…walked…streets…houses…bodies of people…volcano…On 18th July.. Naples…museum…treasures…On 24th July…Loulan…Activity2 InterviewHave the students interview “Ann”questions about the dates, places, facts or personal feelings. Encourage the students to use their imagination to ask and answer as many reasonable questions as possible .Activity 3 Discussion(1)T：Please read Part F of Page 45 and discuss with your partner the questions listed.S1：In my opinion, it is useful for people to study things from the past because knowledge can transfer and accumulate from generation to generation . People in the past have created magnificent civilizations and it’s really a pity that most of them no longer exist. It could be a much better world if we still knew all that knowledge now.What’s more , learning from the past also means learning to avoid making similar mistakes a second time .People have suffered again and again from wars and diseases and perhaps much of the suffering could be prevented . We could have a more peaceful world if we had learnt from our past failure.S2：Just as the old saying goes ,History repeats itself , some events in history were stupendously similar. I agree with this saying.If you study the wars in history or in modern times , you will find that the origins are always based on the pursuit of profit and selfish ambition.Hopefully , as we looked at the patterns of history , we can do something to prevent badthings from happening again.Discussion(2)T：After reading the passage about the lost civilizations, what have you learned from these entries?Step 9. SummaryT：Today we have learned the article “Lost civilizations”. We know that it is a cultural expedition to sites of lost civilizations about Pompeii and Loulan. We have finished several in-class activities successfully. Of course, your reading comprehension must be improved a lot. At the end of this period , I am sure you all have realized the value and the importance of protecting cultural heritage, because of its valuable history including economy, politics, and the living style of the past.Step10. Homework1.Finished A1 and A2 on page 106 of the Workbook.2.Found out the difficult points in the passage.3.Prepare for the language points in the article.4.Surf the Internet to find out more information about Pompeii and Loulan or some other lostcivilizations.Step11. Reflection of Teaching板书设计Words and expressionsstepping stones , mosaic floors , Vesuvius , volcano , erupt , lava , ash , pour out onto the surrounding countryside , buried alive , turn to stone , commercial , wealthy city with enormous trees, gradually , archaeologist , the ruins of , pot , silk materials, documents.Lost CivilizationsDay1：purpose and the two destinations dates and place namesDay2：lecture about Pompeii and the volcano diary entries facts and historical informationDay3：visit to the buried city personal feelings and opinionsDay10：arrival in LoulanDay11：introduction of the discovery of the dead cityRetellingAnn, a representative of Canada, felt very lucky to win a place on that trip.On 15th July, they started from Italy.On 16th…lecture…Pompeii… learnt a lot…On 17th July…saw…city of Pompeii…amazed…walked…streets…houses…bodies of people…volcano…On 18th July…Naples…museum…treasures…On 24th July…Loulan…。
高中英语：M3U3reading lost civilization教学设计新人教版必修3
第一阶段青年教师教学设计比赛牛津高中英语教学设计内容：必修模块3 unit3板块：reading lost civilizations李集中学：王东2010/3/27牛津高中英语教学设计教材：牛津高中英语模块3文档内容：教学设计---教案单元：unit3板块：readingIThoughts on the design :本课是高一必修第三模块里的unit3 back to the past 中的阅读课lost civilizations 这一主题。
由于在wele to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。
本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并比较它们之间的区别。
通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。
但由于此部分内容中出现的时间、地点等生僻词过多，因此，在课前，我教他们读了一下，让他们能自行阅读课文，这样在学习课文时，就容易理解。
Teaching aims :to have a brief review of the previous lesson in this unitto read an article and a report about lost civilizationsto learn the reading strategy of diary entriesto finish a letter concerned about environmental protection2．Teaching focusTo enable the students to improve their reading abilities through some practice and to arouse their sense of protecting civilizations.3. Teaching processStep1 Lead-inDo some revision of the four pictures in wele to the unit, and introducethe idea of lost civilizations. And Let the students enjoy a piece of video about the disappearance of Pompeii and get the students to say something about what they have seen..通过谈论和看录象(2分43秒)，让学生了解古代文明知识，同时介绍什么是失落的文明。
lost civilizations教案讲课讲稿
Lost Civilization教案背景: A d v a n c e W i t h E n g l i s h M o d u l e3Unit 3 Back to the past教学课题: Reading I---Lost civilizations教学目标:1．Retell the text in their own words2．Help the students learn how to analyze the elements of diaries and learn the reading strategy of diary entries. Improve the students’ reading ability.3．Enable the students to talk about the topic of civilization in English.4.Make the Ss value what we own today or they may lost tomorrow.教学重点、难点:1.Help the students to read several excerpts form the travel diarykept by Ann.2． How to help the students develop their creative, comprehensive and consolidating abilities.教学方法:Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of listening，skimming，scanning and discussion and so on will be adopted in the teaching process of this lesson. Pay attention to the reading strategy of how to read diary entries.Teaching steps :Step1 GreetingsGreet the students as usualStep2 Lead-inShow them some pictures about the Seven Wonders in ancient times and bring in new subjects: Lost civilizations(Pompeii & Loulan )Step3Reading strategy: reading diary entries1. Discuss in pairs about what features are usually included in diary entries. Have them think about how many of the features that they listed can be found in the article Lost civilizations.(dates, names of places, facts, historical information, personal feelings, personal opinions)2. Reading strategy and learn how to read diary.When you are reading diary entries recording someone’s travels, you should look for:⑴ dates and place names⑵ facts and historical information⑶ personal feelings and opinionsStep4Fast readingRead the passage fast and answer the following questions (Finish Part A on P42 ):1).What country is the author from? (Canada.)2).Who was made director of the Pompeii dig in 1860? (The Italian archaeologist Giuseppe Fiorelli)3).Who is Professor Zhang?(An archaeologist from the local cultural institute.)Step5Careful readingRead the text more again carefully, summarize the main idea of eachdiary entry and complete the following form:.What caused the city of Loulan to disappear?How can we avoid such tragedy（悲剧） happening again?Step7 SummaryFill in the blanks with proper wordsBoth Pompeii in ________and Loulan in China became ____ ________about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius_________ and the city were _______ __________. Loulan was a __________________ on the Silk Road. It disappeared under the ________. There are just a few _________ left. Some _________, such as coins and painted pots was found.Step 8: Homework1). Retell the article in their own words.2). Surf the internet to find out more information about Pompeii and Loulan or some other lost civilizations.3) Write a diary entry on your traveling to a lost civilization.。
《Lost Civilizations》 教学案
课程分析：（本课的作用和学习本课的意义）
《Lost Civilizations》是苏教版高中英语模块三第三单元的课文，介绍了意大利庞贝及中国楼兰两大历史名城的消失，能激发学生热爱历史遗迹、探索历史及自然奥秘的兴趣。
问题设计
引入：中国历史及世界遗迹
问题:1.Can you name some buildings that could represent ancient civilizationinChina?
2.What have you known about them?
3.What else do yhem?
三、READING
STEP 1: FAST READING：
1.Where arePompeiiand Loulan?
(InItalyandChina.)
When you are reading diary entries recording someone’s travels, you should look for:
1.dates and place names
2.facts and historical information
3.personal feelings and opinions
教学重点：
How to help students use the right reading strategy to understand the article.
教学难点：
怎样解决教学对象当前水平差异，不能对课文进行复述的问题。
教学方法：
1.利用Brainstorm及所设计的问题，通过大量图片的展示，充实教材内容，使学生在感受世界文化遗产的丰富的同时，掌握课文的大意，能流利复述课文，从而培养学生运用正确阅读技巧的能力和习惯。
高一英语Module3Unit3ReadingLostcivilizaitions
Module3 Unit3 ReadingLost civilizationsTeaching aims：1. Help the students to learn how to read diary entries.2. Enable the students to have a good understanding of the content.3. Develop the students’ ability of analyzing detailed information of the text.4. Get the students to know how important group work is.5. Provide the chances of expressing their ideas.Teaching important points：1. Improve the students’ reading ability.2. Develop the students’ creative and comprehensive abilities.Teaching difficult points：1.How to improve the students’ reading ability.2.How to encourage the students’ to express their ideas freely.Teaching methods：1. Skimming and careful reading.2. Asking-and-answering activity to check students’ understanding of the content.3. Task-based teaching methods.4. Group discussion.Teaching procedures:Step 1 GreetingsGood morning, my boys and girls! Let’s give a warm welcome to the guests first!Step 2 Lead-inEveryone, please look at the two pictures here! What are they? (Pompeii and Loulan) Pompeii and Loulan are both lost civilizations.Let’s learn some information about the two cities from this article.Step 3 Directed reading1. Listen to the tape and read the passage after it carefully and answer the following questions: 1). What is one main similarity between the two cities?(Both Pompeii and Loulan became lost civilizations long ago.)2). How was Pompeii discovered?(The city was forgotten for many years until the 18th century when a farmer discovered a stone with writing on it.)3). Why was Loulan an important city about 2,000 years ago?(It was a stopping point on the famous Silk Road between the East and the West.)2. Read the passage again to get the main idea and the writer’s personal feeling of each diary entry.an introduction to the trip, luckya lecture about Pompeii, unfortunatethe visit to Pompeii, amazedthe arrival at Loulan, excitedthe visit to Loulan, pitifulStep 4 Detailed readingFill in the following form about the detailed information of Pompeii and Loulan. Then please prepare a short passage introducing the history of them.It was founded.The Romans took over itThe volcano erupted and lava, ash and rocks poured out of it onto the surrounding countryside. It was put under government protection.This commercial city was busy and wealthy.It is believed to have been gradually covered over by sandstorms.The European explorer Sven Hedin discovered the ruins of it.Step 5 Task-based readingPlease fill in each blank with one proper word according to the article.(Location, busy, eruption, gradually, treasures, decorated, running, amazed, Similarities, lost)Step 6 Group discussionNow, let’s have a discussion.Nowadays, many famous remains have been rebuilt. When we visit these places, we just see the mixture of ancient and modern civilizations. Do you think it is a good idea to rebuild these places? Why?Step 7 HomeworkFind some more information about ancient civilizations at home and abroad that we can share in the next class.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
第一阶段青年教师教学设计比赛
牛津高中英语教学设计
内容：必修模块 3 unit3
板块：reading lost civilizations
李集中学：王东
2010/3/27
牛津高中英语教学设计
教材：牛津高中英语模块3
文档内容：教学设计---教案
单元：unit3
板块：reading I
Thoughts on the design :
本课是高一必修第三模块里的unit3 back to the past 中的阅读课lost civilizations 这一主题。
由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。
本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并。