牛津版高中英语Module3 Unit 3 Reading Lost Civilizations教学案例优选公开教案
模块三unit3back to the past reading教案
牛津高中英语模块三第三单元Back to the pastReading Lost civilizationsT eaching aims:1. Make sure that student understand the text.2. Help the students develop the ability of reading diary entries.3. Enable the students to talk about the topic of civilization in English.Important points: know the main idea of this passageDifficult points : compare the two lost civilizationsT eaching procedures:Step 1 Lead-inLast period, we talked about Pompeii. Does it still exist?No, so we called it lost civilization.So what is lost civilization?---It means ancient buildings, cultures and countries that no longer exist now.In this passage, let ’s learn two lost civilizations together.Step 2 Scanning & Reading strategyFind the answers to the three questions in Part A. 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? (Line38)Loulan was buried beneath the sand.After scanning the text, have you noticed that there are many dates and place names? Why? —— Y es. 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?Now, let ’s read these one by one.Step 3 Reading & ListeningT ask 1: Ask the students to read the first diary entry, and find out the route of their trip.When you are reading diary entries recording someone ’s travels, you should look for:⑴⑵⑶Dates and place namesFacts and historical informationPersonal feelings and opinionsReading strategy:T ask 2 ：Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。
牛津高中英语模块三第三单元reading教案
课题名称：牛津高中英语模块三第三单元教案Back to the past Reading Lost civilizationsThe 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-inThe 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 culture and its way of life during a particular period of time or in acivilizationliteratureartarchitecturethoughtreligionIt ’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.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. 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。
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(共19张PPT)
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 in the streets on rainy days.
2. To make students learn the way of narrating a tourist spot and express their feelings properly in English;
3.To enable students to appreciate the cultural sighting and civilizations.
写一段话，描述你的行程和看到的景象以 及你的心理感受。 • 审题：
描述行程以及感受； 运用表示地理位置的句型。
The first writing
write the paragraph within ten minutes.
assessment
• Please learn to assess your composition when you finish it .
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)
Task: six students a group , discuss with your partner and make a list of what you have visited in the Ming tombs:
Unit 3 Back to the past
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
牛津译林版 模块三Unit3 reading Lost Civilization PPT课堂课件(2
Hedin. D. It was discovered by Professor Zhang, an
archaeologist from the local cultural institute.
牛津译林版 模块三Unit3 reading Lost Civilization PPT课堂课件(21页)-精品PPT课件
牛津译林版 模块三Unit3 reading Lost Civilization PPT课堂课件(21页)-精品PPT课件
Reading and Summarizing:
Part 3: A visit to Loulan (Multiple choice)
3. How was Loulan discovered? A. It was discovered by a farmer. B. It was discovered by an Italian archaeologist Giuseppe Fiorelli.
The Use of Reading strategy
Entries
Main Points
The words telling the writer’s mood
The 1st diary entry The 2nd diary entry
Tomorrow we are visiting Pompeii.
3. Both Pompeii and Loulan were founded about 2000 years ago.
Reading and Summarizing:
Part 1: A visit plan (True or False)
牛津译林版 模块三Unit3 Lost civilizations reading(共26张PPT)
Skimming: Choose the correct main idea for each part.
Diary 1 Diary 2
Diary3 Diary 4 Diary 5
A . a lecture about Pompeii and the volcano
B. a visit to the ancient Roman city of Pompeii city
Emotions so exited to be here
What a pity
Compare Pompeii with Loulan
CityPompeFra bibliotekiWhere was it located?
It⑴aly
When was it in the 8th century
founded?
B.C
Disappearance
1. streets with stepping stones. What we 2. houses decorated with can see in wall paintings. the city 3. bodies that have been turned to stones
(16. s)o__m_e__t_r_e_a_s_u_r_e_s___ _2_. _s_o_m__e_b_u__il_d_i_n_g_s___ _su__c_h__a_s_t_h_e__c_i_ty_____ _w_a_l_l_s,__p_a_l_a_c_e_s_, _____ __ta3e__n.m__wd__pa__tlo__tee__wsr__,e__swr__yso__s.__tre__km__s__h__toh__p__as__t, ran through the middle of the city.
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矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。