牛津版高中英语Module3 Unit 3 Reading Lost Civilizations教学案例
牛津英语模块三Unit3 Reading
Reason of disappearance
Pompeii
Loulan
1. famous 2. long history 3. disappeared
Italy
eruption of volcano
sandstorms
China
gradually
Pompeii in 2. Italy In the 8th century BC Volcano 4. eruption
Disappearance About 3.2,000 years ago From AD 200 to AD 400
Discoverer
A 6. farmer
Sven Hedin，an European explorer
M3U3 Reading1
Lead-in
Last period we have learnt many splendid buildings and objects.
What are the similarities and differences among these places? Can you use some words to describe them?
place Loulan from AD 200 to AD 400 Around the years 1900 time 2000 years ago evevt
It existed as a commercial city. It was covered over gradually by sandstorms.
commercial A small wealthy，9.
A rich city city，a 10. stopping and a green land point
牛津高中英语模块3-Unit-3-Reading-1PPT课件
.
9
Pompeii Time
Historical information
In the 8th century BC In 89 BC
On 24th Aug.AD79
In 1860
Loulan 2000 years ago
From AD200 to AD400 100years ago
It was founded
Unit 3 Back to the past
Reading Lost civilizations
.
1
Lead–in:
Do you know some buildings that could
represent ancient civilizations in China
or throughout the world ?
_______________
_______________
Compare Pompeii with Loulan
City
Pompeii
Where was it located?
Ita⑴ly
When was it 8inththceen8tthucreyntBurCy
founded?
B.C
(3)_____________
B_e_c_a__u_s_e_o_f__th__e__ Disappearance v_o_l_c_a_n_o__e_r_u_p_t_io__n.
It was taken over by the Romans
The volcano erupted It was put under
government protection
It was a commercial city
牛津高中英语模块3 Unit 3 Reading
Compare Pompeii with Loulan
City
Pompeii
Loulan
A farmer found some stones with writing on it. In 1860, the area was put Discovery under government protection.
(5)_A__E_u__r_o_p_e_a_n______ _e_x_p_l_o_r_e_r_d_i_s_c_o_v_e_r_e_d_ _th__e_r_u_i_n_s__o_f_t_h_e_____ _L_o_u__la_n__K__i_n_g_d_o_m____
_r_o_u_n_d__t_h_e__y_e_a_r_1__9_0_0.
17th July
I saw the ancient Roman city of Pompeii
How amazing!
24th July
We arrived in Loulan
So excited to be here!
25th The discovery of Loulan July and its present situation What a pity!
the past? Why or why not?
While some people believe that… I see the benefits of it. While some people believe that… I see the disadvantages of it. For one thing…, for another…,on top of that…
So we call the ancient buildings, cultures and countries that no longer existed “Lost civilizations”.
《牛津高中英语》模块3Reading,Project课文
13. M3U1. Reading—FogFog warningWhen Polly left home that morning, the city was already covered in a grey mist. At lunch, the’ clock, P radio forecast that the mist would become a thick fog in the afternoon. At four o work andstepped out into the fog. She wondered if the buses would still be running.No buses to King StreetOnce out in the street, she walked quickly towards her usual bus stop.‘ How far are you going? ’ the bus conductor asked her before he took her fare.‘ King Street, ’ said. Polly‘ Sorry, Miss, ’ replied the man, ‘ the truth is that it is too foggy for the bus to run that far. Takethe Underground to Green Park. The weather might be better there and you might be able to get a taxi. ’A tall manAs Polly observed the passengers on the train, she had a feeling that she was being watchedby a tall man in a dark overcoat. At last the train arrived at Green Park station. While the rest ofthe passengers were getting out, she glanced at the faces around her. The tall man was nowhere tobe seen.FootstepsWhen Polly got to the station entrance, it was empty. Outside, wherever she looked the fog lay like athick, grey cloud. There was no one in sight. Polly set off towards Park Street. As she walked along the narrowstreet, she heard the sound of footsteps approaching, but by the time she reached the corner of the street, thefootsteps were gone. Suddenly Polly felt a rough hand brushher cheek, and she heard a man ’ s voice in her ear saying ‘ Sorry. ’ The man moved away. She feel her heart beating with fear.The helpful strangerThen she heard the sound again - soft footsteps behind her. A minute before, she had wished forsomeone to come along. Now she wanted to run, but fear held her still. The footsteps seemedclose now. Then a man ’ s voice came out of the darkness. ‘ Is anybody there? ’Polly hesitated. At last she answered, ‘ Hello, I think I ’ m lost. ’ A few seconds later, a handreached out and grasped her arm. Polly found herself staring up at the face of an old man with a beard.‘ Maybe I can help you. Which road do you want? ’He asked.‘ I live at 86 King Street, ’Poly replied.‘ Just take my hand, ’ said the man. ‘ Come with me. You ’ ll be all right. ’He took Poll ‘ Watch out for the step here. ’In his other hand the man carried a stick . Polly heard it hit the step. ‘ I can remember someterrible fogs, but maybe that was before your time. I can ’ t see your face, but you sound young.How old are you? ’‘ Just twenty,’ answered Polly.‘ Ah,twenty! A nice age to be! I was young once. Now we’ reat the crossroads. Turn left here. ’‘ I ’ m quite lost now. Are you sure you know the way? ’Polly was beginning to feel frightened again.‘ Of course. You really shouldn ’ t feel anxious. ’He held her hand more firmly.The grateful helper‘ Here we are. King Street. ’He stopped.‘ Thank you so much for coming to my aid, ’said Polly in relief. ‘ Would you like to come and rest for a while? ’‘ It ’ s very nice of you, ’said the man, ‘ but I ’ ll be off. There may be more people lost today,and I ’ d like to help them. Yousee, a fog this bad is rare. It gives me the chance to pay back thehelp that people give me when it ’ s sunny. A blind person like me can ’ t get across the road with help, except in a fog like this. ’14. M3U1. Project (1)— Shark attacksThere are nearly 400 different types of sharks, but only about 30 types are known to have attacked humanbeings. Many people know that the most dangerous shark is the great white shark, mainly because they haveseen the movie Jaws. However, two other sharks are also rather dangerous: the tiger shark and the bull shark.Contrary to what many people might assume, evidence shows that sharks seldom attack humans. Thereare three types of shark attacks. In the main type, the shark attacks you because it mistakes you for a fish, butwhen it tastes human flesh it decides to give up and swim away. In the second type, the shark pushes you withits nose to find out if you are fit to be eaten, and then bites you if it thinks you are. In the third type, the sharkwaits for you to swim by, and then attacks you suddenly. The last two types of attack more often result in thedeath of humans.To reduce the risk of a shark attack, you should follow these suggestions.Do not swim in the dark. Sharks can still see you but you cannot see them.Do not go swimming in the ocean if you have a fresh wound. Sharks can smell blood over a longdistance.Do not wear bright clothing or jewellery, because sharks are attracted to the flash of colors and brightobjects.Stay in groups, as sharks usually avoid large numbers of people.Recently, shark attacks have been increasing as water sports are becoming more popular. If a shark attacks you, follow the advice below.Keep calm. Do not panic.Hit the shark on the nose with your fist.Stick your finger in the shark's eye.Don't be frightened by sharks: you are 30 times more likely to be hit by lightning than be attacked by a shark.15. M3U1. Project (2)— The wonderful world of pigeonsIt is night. All is quiet. The soldiers are asleep while a guard watches for the enemy. There is a flash, and the sound of guns! They are being attacked! Hundreds of enemy soldiers rush towards them. They are all goingto be killed unless they get help. What should they do?An officer writes a short message quickly on a small piece of paper: 'Being attacked! Hurry!' He rolls up the paper and puts it into a small case, and then reaches into a cage and gets a bird. Attaching the message to its leg, he sets the bird loose. It immediately flies into the air and disappears in the dark.Will the bird arrive in time? Will they be saved?Though it may seem hard to believe, the bird the officer uses is the same bird often seen inpublic parks— the pigeon. Pigeons have a wonderful sense of direction and can find their way home over long distances. Indeed, pigeons have been known to fly home from as far away as 1,800 kilometres. That is why pigeons have been used since ancient times to carry the news or even the mail. However, it was in war that they found their greatest use. During both World War I and II, pigeons were employed by armies to carry messages to and from the front lines, saving the lives of many soldiers and even helping win some important victories.How do pigeons find their way? Pigeons appear to have a compass inside them that tells themwhich way is north. How this compass works remains a mystery. Of course, since a compass alone is not enough to find one's way, they also appear to use their sight and even their sense of smell to tell them which way they should go. Unlike humans, they never get lost and can always find their way home.16. M3U2. Reading— English and its historyAll through history, people from many different countries and cultures have lived together in Britain. The English language is made up of the grammar and vocabulary these people brought to Britain. That is why English has so many difficult rules that confuse people.Old EnglishOld English is very different from the English we speak nowadays .In fact, we would not beable to understand it if we heard it today. Before the middle of the 5 thcentury, people in Britain allspoke a language called Celtic. Then two Germanic groups from the European mainland — the angles and the Saxons— occupied Britain. Old English consisted of a mixture of their languages. (Both the English language and the English people are named after the angles; the word Angle was spelt Engle in old English.) Aside from place names such as London, very few Celtic wordsbecame part of old English. At the end of the 9th century, the Vikings, people from Northern European countries such as Denmark and Norway, began to move to Britain. They brought with them their languages, which also mixed with Old English. By the 10th century, Old English had become the official language of England.When we speak English today, we sometimes feel puzzled about which words or phrases to use. This is because English has many words and phrases from different languages, but with similar meanings. For example, the word sick came from a word once used by the Angles and the Saxons, while ill came from a word once used by the Norwegians.Middle EnglishMiddle English is the name given to the English used from around the 12th to the 15th centuries. Many things played a part in the development of this new type of English. The most important contribution was from the Normans, a French-speaking people who defeated England and took control of the country in 1066. However, the Norman Conquest did not affect English asmuch as the Angles and the Saxons ’victory about 600 years earlier, which led to old English replacing Celtic. Even though the Normans spoke French for the entire 250 years they ruledEnglish, French did not replace English as the first language. On the other hand, the English language did borrow many words from French. This resulted in even more words with similar meanings, such as answer (from Old English) and reply (from Old French). It is interesting tolearn how the words for animals and meat developed. After the Norman Conquest, many English people worked as servants who raised animals. Therefore, the words we use for most animals raised for food such as cow, sheep and pig, came from Old English. However, the words for themeat of these animals, which was served to the Normans, came from Old French: beef, mutton, pork and bacon.Old French made other contributions to Middle English as well. In Old English, the Germanic way of making words plural was used. For example, they said housen instead of houses, and shoen instead of shoes. After the Normans took control they began using the French way ofmaking plurals, adding an –s to house and shoe. Only a few words kept their Germanic plural forms, such as man/men and child/children .After the Norman Conquest, high-class people spoke French while common people spokeEnglish. However, by the latter half of the 14th century, English had come into widespread use among all classes in England. In 1399, Henry IV became King of England. His mother tongue was English, and he used English for all official events.Modern EnglishModern English appeared during the Renaissance in the 16 th century. Because of this, modern English includes many Latin and Greek words. Pronunciation also went through huge changes during this period. Of course, this was not the end of the changes in the English language. The question of whether English will keep on changing in the future is easy to answer. It is certain that this process will continue, and people will keep inventing new words and new ways of saying things.17. M3U2. Project (1)— The development of Chinese charactersThe Chinese language differs from Western languages in that instead of an alphabet, it uses characters which stand for ideas, objects or deeds. Chinese words are formed by putting togetherdifferent characters. In many cases, a single character can also make up a word. The history of the Chinese language can be examined by looking at how these characters developed.Chinese writing began thousands of years ago. According to an ancient story, a man namedCang Jie invented Chinese writing. One winter day while he was hunting, he saw the tracks ofanimals in the snow and observed that the appearance of each one was different. Then he had the idea that hecould use different shapes to represent different objects. The first Chinese characters were drawings of physicalobjects. Some characters have been simplified and others have been made more difficult over time. However, as awhole, the characters have developed from drawings into standard forms. The character for a mountain was atfirst three mountaintops together. This became one mountaintop and three lines, and over time turned into thecharacter used nowadays. Not all characters were developed from drawings of objects. Sometimes to expressideas,some characters were made by combining two or more characters together. For example, ‘ rest ’was made up of the characters for a man and a tree. The character ‘ prisoner ’was formed wit ‘ man’ inside a square. Other characters were developed for directions and numbers. It is easy todistinguish their meanings by looking at them, for example, the characters for ‘ up’and ‘ down which are opposites of each other.Though these kinds of characters indicate meanings, one of their shortcomings is that they do not showhow they should be pronounced. Therefore, a method was developed to have one part ofa character indicate the meaning and the other suggest the pronunciation. Many Chinese characters used todaywere made this way.In the 1950s the Chinese government introduced simplified Chinese characters and now theyhave widespread use in China ’ s mainland.18. M3U2. Project (2)—The story of BrailleUsually, when we talk about reading, we think of using our eyes to see letters written in ink on paper.However, this is not always true. For example, blind people cannot see, but they can still read books.The man who introduced blind people to reading was Louis Braille (1809-1852). Braille lost his eyesight atthe age of three as a result of an injury. When he was ten, he went to a school for the blind in Paris. In thosedays, books for blind people used paper pressed against metal wire to form letters. Since the metal wire washeavy, each book weighed as much as 100 pounds. The whole system was not convenient for use. Indeed, theschool library only had fourteen such books in it.In 1821, a soldier visited the school and showed the students a system for passing messagesat night during times of battle. His system used paper with small, raised dots that could be felt with the fingers.Each letter of the alphabet was represented by a different pattern which consistedof twelve dots. The soldiers would drag their fingers over the raised dots to read the message.While the students found the so ldier ’ s idea interesting, the system was too difficult to be ofpractical use. However, young Louis Braille took the idea and worked on it. At the age of fifteen,‘ Braille ’he created a system with patterns of six raised dots representing each letter. systemfor reading used today by blind people around the world, was thus born.The blind can easily recognize Braille with the fingers. They can also easily write in Braille with aspecial typewriter. Today, it is the most common system used by blind people for reading and writing, andnearly every language, including Chinese, has its own version of Braille for its people to use.19. M3U3. Reading—Lost civilizationsDay 1,15 JulyI feel lucky to have won a place on this trip. We are in Italy now, and tomorrow we are visiting Pompeii. Nextweek we are flying to China, and going Loulan, which is known as China's Pompeii in the desert. Both Pompeiiand Loulan became lost civilizations long ago.Day 2,16 JulyThis morning we attended a lecture about Pompeii. The city was founded in the 8th century BC. In 89BC, the Romans took over Pompeii. It then became a rich and busy city. Near the city was a volcano. On 24August AD 79,the volcano erupted and lava, ash and rocks poured out of it onto the surrounding countryside.It continued to erupt for the next two days. Many people were buried alive, and so was the city. Howunfortunate!Day 3,17 JulyToday I saw the ancient Roman city of Pompeii as it was 2,000 years ago. How amazing! The city wasforgotten for many years until the 18th century when a farmer discovered a stone with writing on it. Peoplestarted to dig in the area for treasure, which caused much damage. Thus, in 1860,the area was put undergovernment protection so it could be preserved and studied.When I walked around the city, I saw streets just as they had been, with stepping stones along the roadso you did not have to step in the mud on rainy days! I saw several houses which were decorated with wallpaintings. I also saw the people who had been buried alive. It turns out that after the ash covered the peoplewho failed to flee the city, their bodies nearly completely broke down and disappeared, leaving empty spaces inthe ash. Years later, researchers were able to use these empty spaces to produce true-to-life figures of thepeople who had died in the disaster. Youcan see them today in Pompeii, in the same places where the people fell. The volcano is still there, but looksvery quiet now. It's hard to imagine how this peaceful volcano destroyed the whole city!Day 10,24 JulyFinally, we arrived in Loulan after several days of travelling. This commercial city was busy and wealthy about 2,000 years ago. It was a stopping point on the famous Silk Road between the East and the West. It is believed to have been gradually covered over by sandstorms form AD 200 to AD 400. I am so excited to be here!Day 11,25 JulyA scholar from the local cultural institute, Professor Zhang, told us that around the year 1900 the European explorer Sven Hedin discovered the ruins of the Loulan Kingdom. Sven found the remains of buildings buried beneath the sand, together with a lot of treasures including coins, painted pots, material such as silk, documents and wall paintings. When we went to the city, we saw the city walls, palaces, temples, workshops and towers. We found the ruins most interesting. There was an ancient water system that ran through the middle of the city. The desert was once a green land with huge trees, but they were cut down and that resulted in the city being buried by sand—— what a pity!20. M3U3. Project (1)— Ancient Greek statue found in XinjiangResearchers announced the discovery of a small statue in northern Xinjiang, China, recently. The metal statue is of a Greek soldier. When asked how a statue from distant Greece could have appeared in China, researchers explained that no doubt this was a result of Alexander the Great influence.Alexander the Great (356-323 BC) was the son of a Greek king who defeated many Greek cities in battle.At the age of twenty, Alexander himself became king after his father died. However, many cities rose up against Alexander, so he led an army to take them back. Though his army had only 3,000 troops, he won every battle and many enemy soldiers joined him.In 334 BC, he took his army, now with 42,000 men, into the Middle East and then Egypt, defeating every army that stood in his path. Then he turned his eyes east, and marched all the way to India, finding victory wherever he went. It seemed that nothing could stop him from taking control of the entire world. However, his own army grew tired of endless battles and refused to go any further, so he had to turn back. By the age of thirty, he had already occupied more land thananyone before, and it seemed that more glory was waiting ahead of him. Yet, in 323 BC, he came down with a fever and died. Since he had no son, his generals divided his vast kingdom among themselves.Alexander the Great spread the Greek culture from Europe to Africa and Asia, influencing the world for centuries to come. The statue of the Greek soldier found in northern Xinjiang probably came to China in the 4th century BC as a result of trade. Like many other ancient objects that show a Greek influence, it can now be seen in a museum in Urumqi.21. M3U3. Project (2)—The father of Western philosophyThe world 'philosophy' means 'love of wisdom'. Philosophy can be thought of as a way of looking at the world around us, or of answering the great questions of life, such as 'Why are we here?' and 'What is truth?' The father of Western Philosophy was Socrates (469-399 BC).Socrates was from Athens, in Greece. When he was young, he was a brave soldier. Later, he became a teacher, but he taught for free and earned his salary from being a common worker. Aside from this, we know very little about him. Since he never wrote a book, we also know very little about his philosophy. Yet, Socrates has had a deep influence on Western thought and science.To understand how this can be true, we must understand how Socrates taught. Socrates taught by asking questions. Through this, he challenged his students to develop and explain their own arguments. In many cases, his questions made his students aware of their own errors. Many students got embarrassed and even angry when this happened, while others changed their opinions. Socrates' way of approaching the truth is now called the Socratic Method. The idea of asking questions until you reach the right answer is the basis of modern philosophy and science.Unfortunately for him, Socrates questioned too much. He always asked challenging questions to everyone he met, upsetting many people in Athens. Finally, some people had had enough of him, so they took him to court for questioning the existence of the Greek gods and for corrupting the young people of Athens. At his trial, he defended himself by asking his judges yet more questions. This just made a bad situation worse. Finally he was put to death by being forced to drink poison. Through his death, Socrates became the hero of all people who search for the truth.。
牛津英语模块三Unit3 Reading教学文稿
Destination Pompeii in 2. Italy
Loulan in China
Foundation In the 8th century BC About 2,000 years ago
Disappearance About 3.2,000 years ago From AD 200 to AD 400
So we call the ancient buildings, cultures and countries that no longer existed
“Lost civilizations”.
Back to the past Lost civilizations
Learning aims
Cause Volcano 4.eruption
5.Sandstorms
Discoverer A 6. farmer
Sven Hedin，an European explorer
The scene the author saw
Streets，houses and City walls，palaces，temples，
was buried
and a green land
Find the historical information about Pompeii.
பைடு நூலகம்
place
time
evevt
in the 8th century BC
It was founded.
Pompeii in 89 BC on 24th Aug. AD 79
Magnificent
attractive
mysterious
well-designed Similarities
牛津高中英语--M3U3-Reading-Lost-civilizaitions
1. Where’s Pompeii?
2. What happened to Pompeii in August AD 79?
The Volcano near the city 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 city.
I saw the ancient Roman city of Pompeii.
How unfortunate How amazing
The visit to Loulan （楼兰）
Skimming
Read Day10—Day11 and find the answers to the questions:
treasures. C. Because there was an ancient water system that ran
through the middle of the city. D. Because people have discovered many palaces, temples,
4.What were the stepping stones along the road in Pompeii used for?
With these stones, people did not have to step in the mud on rainy days.
牛津译林版 模块三Unit3 reading上课课件(19张)
• Background:明祖陵是明朝开国皇帝明太祖朱元璋之高 祖、曾祖、祖父的衣冠冢及其祖父的实际葬地，位于盱 眙县明祖陵镇，距盱眙县城20公里左右。祖陵原有殿庶、 金门、玉桥、厨库、井亭、宰牲所、拜斋、宿直房、铺 舍、碑亭等，栽植柏树万株，神道全长250多米，两侧 立望柱二对，石像十九对，并有祭田149顷，规模宏大， 气势不凡。明祖陵坐落在洪泽湖西畔的淮河入湖处（明 代属安徽凤阳府管辖）。泗州城被湖水淹没时，明祖陵 也一起被吞没于湖水之中。上世纪七八十年代，为保护 明祖陵，筑堤3000米，把陵墓从湖水中隔出，沉没湖中 300余载的文物瑰宝重见天日，成为一处游览胜地。游 人一到明祖陵，首先看到的就是二十一对庞大石刻，雄 踞在长长的神道两侧，具有很高的艺术价值。从石刻群 往北，是棂星门遗址和正殿遗址。正殿遗址处有石础子 28个，可以想象正殿的宏大规模。朱元璋高祖、曾祖和 祖父的合葬处称玄宫，可见有砖砌拱顶建筑物。 明祖陵的发现，为研究明代早期王陵建筑的风格等方面， 提供了珍贵的实物资料。1996年明祖陵由国务院公布为 第四批全国重点文物保护单位,为国家AAAA级景区。
Step 1 work checking
1. What happened to Pompeii in August AD 79?
Mount 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 city.
于一座火山附近。 2.结果是这个城市没有继续她的繁荣。 3.太令人惊叹了！
Step 3 Post-reading (Discussion)
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.。
牛津译林版 模块三Unit3 reading(共22张PPT)
3.How do many people think Loulan disappeared? (no more than 13 words)
erupted.
阅读理解训练
3. What is NOT true about Loulan? A. It was on the famous Silk Road. B. It was a wealthy commercial city. C. It disappeared suddenly. D. It was discovered by Sven Hedin. 4. The purpose of the passage is to ______. A. tell us a travel experience in Pompeii and Loulan. B. offer us some information about ancient civilizations. C. introduce a cultural expedition(考察) to two sites of lost
Detailed reading
Task1
阅读理解训练
1. From the passage, we can learn that __D____. A. Ann traveled many places in eleven days. B. Pompeii had been a rich city before the Romans took
3. Can you name some buildings that could represent ancient civilizations in China?
牛津英语模块三第三单元Reading1(LostCiviliaztions)
牛津英语模块三第三单元Reading1(LostCiviliaztions)高一英语模块三第三单元ReadingModule 3 Unit 3高一英语模块三第三单元ReadingIdentify the following picturesThe Potala Palace TheThe Taj Mahal(India) Statue of Zeus (ancient Greece) (China)高一英语模块三第三单元ReadingWork out your mindCan you name some other buildings that represent ancient civilizations in China?高一英语模块三第三单元ReadingThe Great Wall高一英语模块三第三单元ReadingThe Imperial Palace高一英语模块三第三单元ReadingTerraTerra-cotta Warriors and Horses高一英语模块三第三单元ReadingYuanmingyuan高一英语模块三第三单元ReadingWhat if a disaster strikes the earth?高一英语模块三第三单元ReadingAncient civilizations高一英语模块三第三单元Reading高一英语模块三第三单元ReadingLast days of Pompeii高一英语模块三第三单元ReadingFast Reading: Scan and skim the article and find out the answers to the three questions: 1. Where are Pompeii and Loulan? 2. What is one main similarity between the two cities? 3. What was loulan buried beneath?高一英语模块三第三单元ReadingPartPara.General Idea preparation a visit to Pompeii ______ a visit to ______ Loulan1 2 31 2---4 5---6高一英语模块三第三单元ReadingCareful Reading: Read part two and finish filling the blanks.高一英语模块三第三单元ReadingPurpose of the trip to see the lost civilizations Destination Pompeii inItaly Foundation in the 8th century BC Disappearance about 2,000 years ago Cause of volcano eruption disappearance Discoverer a farmer The scene the streets, houses and bodies author saw of people The scene before a rich city the city was buried高一英语模块三第三单元ReadingCareful Reading: Go through part two again and try to find the answers to the three questions.1.What happened to Pompeii in August AD 79? 2. How was Pompeii discovered? 3. What were the stepping stones along the road in Pompeii used for?高一英语模块三第三单元Reading1.What happened to Pompeii in August AD 79? A volcano erupted and lava, ash and rocks poured out of it onto the surrounding countryside. Many people in Pompeii were buried alive, and so was the city.高一英语模块三第三单元Reading2. How was Pompeii discovered?It was discovered in the 18th century when a farmer found a stone with writing on it. People started to dig in the area for treasure, which caused much damage. Thus, in 1860, the area was put under government protection so it could be preserved and studied.高一英语模块三第三单元Reading3. What were the stepping stones along the road in Pompeii used for?With the stones, people did not have to step in the mud on rainy days.。
牛津译林版 M3U3 reading(1) Lost Civilization
3. What is one main similarity between the two cities? Both of them became lost civilizations long ago.
Find the historical information about Pompeii.
coins Painted pots
Wall paintings
Walls, palaces, temples, workshops and towers
罗布泊
70℃
C2 The writers of diaries often record feelings or opinions (emotions) as well as what they have done (actions). Do the sentences below express emotions (E) or actions (A)?
Fast-reading
Read the diary entries quickly and answer the questions.
1. Which places do ‘the Lost civilization’ refer to?
Pompeii
Loulan
2. Where are Pompeii and Loulan?
Years later, researchers were able to use these empty spaces to produce true-to-life figures of the people who had died in the disaster.
colosseum
volcano Mount Vesuvius
牛津版必修3unit3 reading lost civilization 教案
1.What happened to Pompeii in August AD 79?
Mount 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 city.
2. How was the buried city discovered?
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 dig.
Places Dates Hபைடு நூலகம்storical information
Loulan
Facts
Day 10-25th July Founded 2000 years ago; a stopping point on the Silk Road between the East and the West ; gradually covered over by sandstorms The city walls, palaces, temples, workshops and towers as well as an ancient water system
牛津高中英语模块3 Unit 3 Reading 1
Pompeii
Reading comprehension
Dates 15th July 16th July 17th July 24th July 25th July Actions Personal feelings
We are in Italy
Feel lucky How unfortunate! How amazing!
We attended a lecture about Pompeii I saw the ancient Roman city of Pompeii We arrived in Loulan
The discovery of Loulan and its present situation
So excited to be here!
Compare Pompeii with Loulan City Pompeii Loulan A farmer found some (5)_________________ A European stones with writing on it. ___________________ explorer discovered In 1860, the area was put ___________________ Discovery under government the ruins of the ___________________ Loulan Kingdom protection. ___________________ round the year 1900. 1. streets with stepping stones. What we 2. houses decorated with can see in wall paintings. 3. bodies that have been the city turned to stones 1. treasures ( 6 some )________________ 2. some buildings ___________________ such as the city ___________________ walls, palaces, ___________________ temples, workshops, ___________________ and towers. ___________________ 3. water system that ran through the middle of the city.
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M3U3 Reading Lost Civilizations教学案例
一教学背景
教学对象是高一学生，英语基础知识和听说读写技能都处于一般水平，部分学生对英语学习兴趣不浓。
因此，通过让他们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，是本学期英语学习的主要目标。
二教材分析
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。
三教学目标
本课为阅读型课，主要是通过以作者旅行日志的方式，介绍庞贝古城和楼兰王国。
通过阅读使学生了解世界文化遗产，学会描述他们的现状及原因。
教师通过日志特有的阅读策略，让学生在听的基础上，归纳每一部分的关键信息（date, place, the feeling of the author）,并进行归纳比较，提高阅读技能。
本部分内容既有国外的内容，也有国内的内容，中西文化遗产的交流，能使学生产生共鸣。
具体的目的主要体现在：
知识目标：掌握重点词汇和短语，如civilization, remain, ancient, think of, ect.
技能目标：使学生知道古代文化遗产及保护这些古代文化遗产的重要性
情感目标：使学生学会如何谈论文化遗产并最后形成保护文化遗产的意识
四教学方法：
探究式、任务型阅读、师生互动
五教学策略:
教学辅助手段：多媒体课件
六教学过程：
Step 1 presentation
Teacher uses the pictures connected with civilizations to lead in.
Show some pictures of some famous places
教师展示与遗失文明有关的图片来完成导入，这些图片主要是在第一部分中学生已经接触过的，这样，也起到了复习的作用。
Step 2 enjoy a short part of video
Teacher plays a short part of video called “the last day of Pompeii”, and ask students to catch the key information such as: date and place 教师播放一段视频，这段视频取自记录片：庞贝末日，在观看视频之前，给学生提出任务：抓住视频中所出现的时间和地点。
这样，就能使学生带着任务去欣赏。
Step 3: listening comprehension
This reading material is in the form of diary entries. When reading diary entries, the reader should pay special attention to the key information, such as: dates; place names; facts; historical information; author’s feelings and opinions. So, during the listening period, the students should look for the information, which can help them better understand the diary entries.
由于这篇课文主要是以旅游日记的形式出现的，因此，在阅读这种题材的文章时，学生应该留意关键性的信息，如时间、地点、事实、历史信息、作者的内心感受或观点等。
这些信息可以帮助学生更好地理解日记的内容。
在听这部分内容之前，教师把要求提前布置，让学生带着任务去听，增强听得目的性。
Step 4: careful reading
The students read the diary entries carefully and answer some questions.
给学生留几分钟的时间，要求学生详细认真地读课文，然后回答与课文内容有关的5个问题。
5个问题，教师自行设计。
5个问题放在5个图片的后面，让学生选择图片，回答相应的问题。
有的图片后面没有问题，而是要求学生唱一首歌；而有的图片后面却有两个问题，这就增加了回答问题这个过程的趣味性。
Step :5 group work
Ask the students to compare Loulan with Pompeii, to find the differences them.
楼兰和庞贝是这个文章所所提到的两处失落的文明，这两者之间有相似点，亦有不同点。
相似点在听力理解部分就已经要求学生找出，在这段内容中，学生要找出它们之间的不同点，并填在表格的相应位置。
这种填表有助于帮助学生理解课文内容。
Step 6: discuss
Discussion (1):
What caused the city of Loulan to disappear?
How can we avoid such tragedy（悲剧）happening again?
Discussion (2):
What happened to Japan on March 11th, 2011 ?Facing the disaster, what have people been doing nowadays?
从课文主题展开讨论，深化文章内涵，促使学生真正运用语言进行思想交流，提升学生的情感态度，关注人与自然的和谐相处，不能一味地追求经济的发展，却以牺牲环境为前提。
再之，引入当前日本地震牵动全球的话题，使学生意识到，因为人类破坏环境而导致的悲剧仍然在上演，激起大家的共同反思。
同时，在灾难面前，全世界各国人民都应该互相帮助，作为文明社会的中国人，我们更应不计前嫌，伸出援助之手。
Step 7: conclusion
No matter whether the civilizations are ancient or modern, no matter whether they are material or intangible(无形的), no matter which country or culture they belong to, one thing is certain: they are man’s treasures. We are supposed to cherish and protect them. We are supposed to learn from them and develop them. As a result, our children, our children’s children will enjoy the beauty of more civilizations.
总结人类文明的共同之处，让学生明白不论哪一种文明，它都是人类的财富，都需要我们去珍视，去保护、发展。
七教学反思
1.利用多媒体课件，增加了课堂容量，也加快了课堂的节奏。
多媒体课件的利用，能够使声音和图像展示在学生面前，提高了学生学习的兴趣，使课堂教学收到事半功倍的效果。
而且利用多媒体课件能有效解决课堂教学中的重难点问题，充分发挥了学生的主体作用，培养了学生的创新思维。
2.利用网络图片及电影资源，充分调动学生学习的积极性，并且鼓励学生围绕这一主题积极开展讨论，踊跃发表自己的意见，充分体现了“以学生为本”的教学理念。
3.学生对声音与图片相结合的多媒体课件形式比较欢迎，因此，在以后的课堂教学中，可以充分利用网络资源，提高学生参与课堂的比例。
4.本课中，要求学生自行解决的问题比较多。
问题的呈现有助于开拓学生的思维，引导并启发学生进行探究学习。
5.在教学过程中，教师应注重培养学生多方面的能力，全面的开发学生的潜能。
这就能使学生在教师的引导下学会思考、学会分析问题，在以后碰到类似的问题时，能够自行解决。
而且这种形式也能真正发挥学生的主体作用、教师的主导作用。
师生交流合作，共同达到问题解决的目的。
6在“discussion”这一环节，留给学生们准备的时间稍微短了点，这一部分应该说是本节课的重点，是学生们学完本章节内容的一个水平检测，是体现英语学习终极目标的一个环节，如果能再多留一点时间给他们准备和呈现的话，不但可以让他们更好的巩固本节课的所学内容，还可以更好的激发他们自主学习与相互学习的热情，加强团队合作的精神。
7．个别学生跟不上大家的速度，在公开课的情况下，只好任其听别人的现成答案。
我现在觉得在一堂公开课时，教师是否完成教学任务可能并不是评价一堂好课的最终要求，而关键是要把课上实在了，开课教师更应该关注的是听课学生是否真正有所收获，而不是要作秀给其他的听课教师看的。