牛津高中英语模块三第三单元reading教学案例

牛津高中英语模块三第三单元
Back to the past
Reading Lost civilizations
江苏省沭阳如东中学张长波
一、教学内容分析：
本案例是牛津高中英语教材模块三第三单元阅读的处理。

本节课是以听、说、读为主的课文理解教学课。

通过听课文，阅读课文和问答对文章进行初步理解。

再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。

希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。

二、学生学情分析：
教学对象为江苏高中一年级下学期学生，学生思维活跃。

高一学生已经初步实现从具体思维向抽象思维的过渡。

他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。

他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。

他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。

同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。

因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。

三、设计思想(Thoughts on the design)
Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。

本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。

在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。

设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。

在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。

以话题为中心重组教材。

词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。

以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。

以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。

The article 'Lost civilizations' is about a cultural tour to sites of lost civilizations. The reading text is made up of several excerpts from the travel diary kept by a student about her travel experience in Pompeii in Italy and Loulan in China. Students are expected to gain some information about ancient civilizations, and to practise and reinforce their reading comprehension. The Reading strategy in this unit teaches students how to read diary entries. Students are expected not only to master this strategy, but also to apply it to their future study. Teaching aims:
1. Make sure that student understand the text.
2. Help the students develop the ability of reading diary entries.
3. Make sure that students grasp the main idea of the text by retelling the text.
4. Enable the students to talk about the topic of civilization in English.
Teaching procedures: Step 1 Lead-in
The teacher begins the lesson by showing the pictures of some civilizations, such as the Statue of Zeus, the Taj Mahal, the city of Pompeii and the Potala Palace. Last period, what did we talk about? ——Civilization.
When we are talking about civilization, what will you think of?
——architecture, art, literature, thought, religion … Who can give a definition on ‘civilization ’?
——It’s about a society, its cultur e and its way of life during a particular period of time or in a particular part of the world, including architecture, art, literature, thought, religion and so on. Then, what is lost civilization? Do you know the meaning of the word ‘lost ’? ——It means something doesn ’t exist any more.
civilization
literature art
architecture
thought
religion
It ’s about a society, its culture and its way of life during a particular period of time or in a particular part of the world.
Good. Now who can give a definition on ‘lost civilization ’?
——It means ancient buildings, cultures and countries that no longer exist now. Can you list some lost civilizations that you know?
——The Hanging Gardens, the Lighthouse of Alexandria, the Temple of Artemis …
So we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; they ’re Pompeii and Loulan.
【设计说明】通过对上一节课的复习引入主题civilization ，展示和文明有关的图片，调动学生的学习热情和兴趣，寓教于乐，学生跟着图片一步一步地对人类文明展开了解，然后下定义，紧随其后，引入lost civilization 的话题，为文章的阅读做铺垫，同时也水到渠成导入了本课主题。

Step 2 Scanning & Reading strategy
Find the answers to the three questions. Work in pairs. 1. Where are Pompeii and Loulan? Pompeii is in Italy and Loulan is in China.
2. What is one main similarity between the two cities? Both of them became lost civilizations about 2,000 years ago.
3. What was Loulan buried beneath? Loulan was buried beneath the sand.
After scanning the text, have you noticed that there are many dates and place names? Why? —— Yes. Because they ’re diary entries.
How do we read diary entries? What should we look for?
Later in our reading, let ’s pay attention to these points. Now, come back to the passage again. How many diary entries are there altogether?
Have a short discussion with your partners, and try to tell the main ideas of each diary entry. Main ideas:
When you are reading diary entries recording someone ’s travels, you should look for:⑴⑵⑶Dates and place names
Facts and historical information Personal feelings and opinions
Reading strategy:
Day 1: Telling the purpose of the trip and the two destinations.
Day 2:Attending a lecture about the city of Pompeii and the volcano eruption.
Day 3: Visiting the buried city-----Pompeii and getting amazed at it.
Day 10: Being excited to arrive in Loulan after several days of traveling.
Day 11: Introducing the discovery of the city-----Loulan and feeling it’s a pity.
【设计说明】通过快速阅读培养学生获取信息的能力，并在浏览的同时发现文章的明显特征(多个日期和地点),因为本文是由几篇旅游日志所组成，所以对每篇日志大意进行探讨，研究阅读策略。

Step 3 Reading & Listening
Task 1: Ask the students to read the first diary entry after the tape, and find out the route of their trip.
【设计说明】通过听录音朗读课文，找出旅行路线，对文章进行进一步的理解。

Task 2 ：Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。

1. What happened to Pompeii on 24 August AD 79?
Mount Vesuvius 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.
2. How was the buried city discovered?
It was discovered in the 18th century when a farmer discovered a stone with writing on it. People started to dig in the area.
3. 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. 4.What happened soon after the ruins of Pompeii was foun d?
People started to dig in the area for treasure, which caused much damage. Fill in the form according to the text.
Maybe it ’s hard for us to imagine how the peaceful volcano destroyed the whole city. Now I ’d like to play a short video to make sure you ’ll get a vivid impression on the disaster. Free talk:
Can you imagine how people felt at their last glance at their cities?
【设计说明】通过问答，填表确保学生理解掌握课文。

通过Free talk 让学生自由发表观点，面临着城市的灭亡和生命的终止，人们的内心会有哪些想法，人们会怎样挣扎。

Task 3: Read the diary entries Day 10 and Day 11, and finish the exercises about Loulan. 5. Why was Loulan an important city about 2,000 years ago?
Because it was a stopping point on the famous Silk Road between the East and the West. 6. How do many people think Loulan disappeared?
It was gradually covered over by sandstorms from AD 200 to AD 400.
7. According to the last sentence, how did the author feel about the loss of Loulan? She felt that it was a pity!
Step 4 Conclusion & consolidation
Compare the two cities; let the students fill in the form.
The scene before the
city was buried
The scene the author saw Discoverer Cause of
disappearance Disappearance Foundation Destination
to see the lost civilizations
Purpose of the trip
Pompeii in Italy in the 8th century BC about 2,000 years ago volcano eruption
a farmer
streets, houses and bodies of people a rich and busy city The scene before the city was buried
The scene the author saw Discoverer
Cause of
disappearance
Disappearance Foundation Destination
to see the lost civilizations
Purpose of the trip
Loulan in China 2,000 years ago from AD 200 to AD 400sandstorms
Sven Hedin, an European explorer city ruins and an ancient water system
a small, wealthy commercial city,a stopping point and a green land
Compare the two cities
How was it destroyed ?
What kind of city was it?
When was it founded?
Where was it located?LouLan Pompeii
Italy
China
In the 8th century BC
about 2,000 years ago a rich and busy city
a wealthy, busy commercial city the eruption of Vesuvius volcano
being buried by sand
Consolidation:
Fill in the blanks with proper words:
Both 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 many people were ______ _____. Then the city was ________ for many years ____ the 18th century when a ______ found some stone ____ ______ on it. People started to ____ in the area ___ treasure, _______ ( ______ ____ / ______ __ ) much damage. Today, everything is kept as it was before, streets with _______ stones along the road so you don’t have to ____ in the mud __ rainy days. The bodies ______ ______ and ___________, leaving empty spaces in the ____. Loulan, a __________ city, was a ________ _____ on the Silk Road. It disappeared under the _____. There are just a few _____ left. Some ________, including coins and _______ pots, were found. There are also material such as silk, __________ and wall _________.
Keys: Italy; lost civilizations; founded; taken over; erupted; buried alive; forgotten; until; farmer; with writing; dig for; causing(resulting in/leading to); stepping; step on; broken down; disappeared; ash; commercial; stopping point; sand; ruins; treasures; painted; documents; paintings. 【设计说明】
通过对庞贝和楼兰的对比巩固文章内容，缺词填空则使学生对文章的细节，小至单词，词组等，有更细致的掌握。

填写完之后，学生基本可以将文章大致内容复述出来。

Step 5 Discussion 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? Sample answers:
A terrible earthquake hit Japan. The earthquake also brought tsunami which washed away all the
The city walls, p______,
temples, w________ and towers, an ancient water s______ that ran through the middle of the city.
Streets with s______
stones along the road;
several houses which were d_______ with wall paintings; bodies of people who had been b_____ alive.
What can you find about the city now?Around 1900,the European e______ Sven Hedin discovered the r____ of it as well as a lot of t_______
.In the 18th century, a f______discovered a
stone with w_____ on it,
then people started to dig.How was it discovered?
armer xplorer uins
reasures riting tepping ecorated uried alaces orkshops ystem
coast area. There’re many people killed in the disaster. Many people have lost family and friends. However, the survivors are very strong. They’re not crying by themselves but helping others in need. They are respectable.
After the earthquake, the further challenge Japan faces in the long term is recovering. And Japan also gets international support from other countries. I think people all over the world should help the survivors. We Chinese people should forget the bad things in the past and help them to live better. That’s what civilizes people do.
Further question:
Is it useful for people to study things from the past? Why or why not?
Sample answers:
From my point of view, it is useful for people to study things from the past because knowledge can be transferred and accumulated from generation to generation. People in the past have created magnificent civilizations that no longer exist. It would be a much better world if we had retained all their knowledge.
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 learn from our past failure.
【设计说明】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 6 Assignments
From the topic of the discussion ask students to think of the importance of protecting the civilizations? Why?
Write a short passage about 120 words.
【设计说明】通过讨论的话题引申出保护人类文明的重要性，启发学生思考，从课文内容向人文层面的提升，同时也激励学生树立正确积极的人生观与价值观。

【课后反思】
Advantages:
1．内容设计难度合理，生动有趣，使学生能够充分地、深入地、积极地参与到课堂教学的实践中。

在内容的安排上，采用由知识输入到技能操练到深入的人文思考这样一个台阶式上升的模式，帮助学生在学习知识的同时，树立起正确的人生价值取向，关注人与人的交流、人与自然的和谐相处。

在问题的设计上，力图提高学生的参与热情，同时留给学生充分的思考空间，而不是简单地做出正误的判断。

在这堂课的内容安排上时刻注意调动学生参与的热情，激发学生的主动性思维。

2．文化背景知识的输入及人文的关怀。

新课标突出了文化意识的要求，同时，也明确提出“高中英语课程关注学生情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。

”所以在本单元人类文明这一主题之下，内容的教授自然不能脱离文化背景知识的输入。

并在课堂中适当体现了情感教育。

3．学生能初步根据不同阅读目的，采用不同的阅读方法，阅读速度有所提高，阅读技巧有所改进．
4．新课标五个维度的自然整合。

新课标在总目标中强调了培养学生的综合语言运用能力。

而综合语言应用能力的形成必须建立在学生语言知识、语言技能、情感态度、学习策略、文化意识等素养整合发展的基础上。

本节课的设计，在这五个维度上都有所关照，力求实现知识的内化、听说技能的操练、基于人本的情感关怀、融词汇于意境中的学习策略、以及异国文化的输入，为满足学生跨文化交际的需求打下基础。

Disadvantages:
1．在一开始的导入部分，让学生观看图片后对所看内容进行描述，感觉学生不太会总结，现在我考虑可能应该给学生一些句型结构或者关键词，这样导向性强一点，效果可能会更好一点，因为高一学生的水平毕竟有限。

2．有的学生回答不出问题，我就让他们坐下了，现在想想这样对他们可能是不利的，在可能的情况下应该让他们重复其他学生所回答的内容。

因为重复是学习语言的基础，有了Repetition, 才会有Imitation, 才会有Application.
3．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。

4．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。

【结束语】
我国著名心理学家林崇德提出“优秀教师=教学过程+反思”的成长模式。

可见，教学反思的重要性。

教师应善于从经验反思中吸取教益。

其实，教学反思对教师而言是一种有益思维和再学习的活动方式，通过不断的反思，激活教师的教学智慧，同时，促进教师钻研教材内容崭新呈现的教学方式，构建师生互动机制及学生学习的新方式。

它是教师成长的“催化剂”，是教师发展的基础。

作为一名年轻教师，通过这堂公开课，我觉得自己成长了不少。

准备过程中不停的思考，不断的改进是能磨练意志，让人成长的；开课过程中的师生互动，与学生智慧的碰撞让我充分享受到了教书的乐趣；课后反思过程中的苦思冥想，让我离一名出色教师的距离又进了一步。