英语教案：必修3 Unit 3 Back to the past Project
牛津译林版高中英语必修三Unit3BacktothepastPeriod2教案
模块3 unit. 3 Period two 教案Word power●Teaching objectives:1.D evelop the students’ ability to use the target language in real situation.2.E nlarge the students’ vocabulary by learning some words about archaeology.3.Help the students grasp the use of some commonly used pair nouns and group nouns.●Teaching methods:1.Students-centered.2.Teacher and students’ interaction3.Multimedia way.●Teaching procedurePart A . Teach the pair nouns and group nounsStep 1. lead in•Situation: Ann: I saw a group of people all try to take onepair of binoculars.•Jane: Why ?•Ann: All of them wanted to be the first to get aclose look at Mount VesuviusHelp the students to get the idea about pair nouns and group nouns by looking at some pictures.e.g. a pair of sacksa flock of birdsa herd of horsesStep 2. Label each picture, using an expression including a word in the box.Then summarize the use of pair nouns.•The word pair is used for many things that are found in twos or have two parts. It is placed in front of the plural form of a noun.Step 3. Label each picture, using an expression including a word in the box.Then summarize the use of group nouns.• A group noun is used to refer to people or things as a group.•We can also use the words family, crowd and team to refer to people who appear collectively.Step 4. competition.Now let’s have a competition and see how much you know about group nouns and pair nouns?Step 5. ActivityPlease describe the following events with the pair nouns and group nouns that we have learned.●In the Zoo●The National DayPart B. Learn some words and information about archaeology.Step 1.Show a picture of a famous archaeologist and ask questions.Who is he ?What is he ?Where is he?What is he doing?Step bel each picture, using an expression and words and information about archaeology Step 3 Students read Part A carefully, paying attention to the word in blue.Step 4 Students read and fill in the blanks of Part B.Step 5 Students have a group discussion•Which s ubject are you interested in?•What are you going to be when you grow up?Step 6.Ask the students to write out as many words about the subject as possible.Task 3. Homework1.Remember the pair nouns and group nouns.2.Preview the grammar.Grammar and usage (1)---- object complementTeaching objectives:1. To understand what is object complement2. To know what structure can be object complement3. To make sure what words can be followed by object complement and how they are followed Step 1Read the instru ctions of object complement on page 48, illustrate what structure can be object complementStep 2 Do the Exercise on page 48, at the same time illustrate what words can be followed by object complementStep 3 Practice1 Parents do n’t allow us _________ in the adv enturous activities.A to participateB participateC participatingD participated2 I had great trouble ________ Tom’s house for I had forgotten his address.A findB findingC to findD found3 The street lights and the lights of passing cars made the clothes hung on the desk ________ onthe shape of wild animals.A takeB to takeC takingD taken4 With all the trees along the road ________, the blind lady was not able to feel her way backhome.A removedB to removeC removingD remove5 _________ so many people away or ill, the meeting has to be put off.A WithB ForC AsD Because6 The baseball players _________ each other the best of luck in the match before it began.A wishedB hopedC expectedD wanted7 Some companies have ________ the manufacturing(加工) of clean and safe products theirmain sailing point and emphasize it in their advertising.A takenB madeC gotD cause8 The terrible noise from the next room simply _______ me out of mind.A droveB putC causedD turn ed9 The telegram message about his father’s illness ______ him hurrying back home.A. droveB. madeC. sentD. got10 The exchange students found ________ hard to get used to the food of the host family.A veryB howC itD thatGrammar and usage (2)----Subject-verb agreementTeaching aims:1. To understand what Subject-verb agreement is2. Different forms serve in different situationsTeaching steps:Step1Explain what Subject-verb agreement isStep 2 Different forms serve in different situationsA组根据意义一致1 Steam and ice _____ different forms of water. (is/ are)2 Trial and error _____ the source of our knowledge. (is / are)3 What he says and does _____ not agree. (does/ do)4 What he says and does _____ concern me. ( does/ do)5 The government _____ spent more than two million yuan for planting trees. (has / have)6 The city government _____ different opinions about next year’s plan. (has/ have)B组根据形式一致7 Neither I nor he _____ in favor of her marriage. (am/ is)8 Either you or I ______ going to be in charge of this matter. ( is/am)9 Not only the students but also the teacher _____to watch the game. ( wants/ want)10 Tom as well as two of his parents ______ invited to the party. (was/were)11 Dr. Smith, together with his wife, _____ to arrive on the evening night. (is /are)12 Nobody but one teacher and three students ______ in the lab. (was/ were)13 About two thirds of the surface of the earth ______ covered with water. (is / are)14 About 40 percent of the students in our school ______ girls. (is/ are)15 Each of the students _____ a copy of Jay’s n ew album. (has/have)16 The students each ____ a copy of Jay’s new album. (has/ have)17 The new kind of cars ____ now on show. (is /are)18 A number of students ____ from the south. (are/ is)19 The number of students from the north ____ (is / are) small.20 Huge quantities of oil _____ spilling into the sea. (was/were)21 A large amount of water _______ wasted every day in the south for they think water there ismore than enough.( is/ are)22 Those who ____ to go to the cinema must be at the school gate by 3:30 p.m. (want/ wants)23 He who ___________ the great wall is not a true man. (does not reach/ don’t reach)24 She is the only one of the girls who ____ been to Beijing. (have/ has)25 He is one of the boys who ____ seen the film. (have/has)Step 3 Practice26 We live day by day, but in the great things, the time of days and weeks _____ so small that aday is unimportant.A isB areC has beenD have been27 A survey of the opinions of expe rts _____ that three hours of outdoor exercise a week _____good for one’s health.A show; areB shows; isC show; isD shows; are28 The government has realized that the future welfare of its citizens ______ education.A is linked toB are linked toC links toD linked to29 With more forests being destroyed, huge good quantities of earth _____ each year.A is washing awayB is being washed awayC are washing awayD are being washed away30 Protecting the environment while developing economy _________ the very important thingthe government stresses.A isB areC will beD was。
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.。
【牛津译林版】高中英语必修3 Unit3 Back to the past Project教学设计1
高考-英语单元：Unit 3 Back to the past板块：Project课堂设计指导思想：Project的主要内容是学习如何介绍历史人物。
本课要解决的是理解两篇文章，并以此为范本了解学习如何介绍人物生平。
Teaching aims:1.Read and understa nd the text.2.Get to know how to introduce someone important in history.Teaching procedures:Step 1 Lead inThe teacher starts the lesson by showing a picture of the film Alexander, and thus introduce the article students are going to read.【设计说明】通过电影引入话题，并以此补充接下来要读的文章的背景知识，以方便学生理解文章。
Step 2 Read and understand1.Ask students to listen to the tape recording of the text and read the text.2.Help students get the main idea of each paragraph.3.As k students to read the text again and answer the questions to make sure theyunderstand the text.4.Ask students to read the article and answer the questions.【设计说明】通过简单的练习设置帮助学生理解课文内容，把握文章的脉络和结构，并且了解时间表的内容。
Step 3 Discussion and retellingA sk students to compare the two figures according to the article.【设计说明】通过讨论，比较让学生进一步理解所学内容。
高中英语Unit3BacktothepastProject教学设计2牛津译林版必修3
高中英语Unit3BacktothepastProject教学设计2牛津译林版必修3单元： Unit 3 Back to the past板块： Project讲堂设计指导思想：本课是节成就展现课，学生经过先期的分工合作，展开检查，采集资料，沟通议论及物化成就在讲堂展现沟通成就，并相互评判以提高学生的成就。
Teaching aims:1.Help students learn how to make a poster.2.Ask students to present their project.3.By grading students’project help students understand how to make a goodposter.Teaching procedures:Step 1 Lead-inBy asking questions and showing the steps of making a project help students go over their homework and prepare for their pres entation.Ask students to proofread thei r poster and prepare for presentation.【设计说明】经过回首学生先期工作步骤，为下一步Presentation的作准备。
Ste p 2 PresentationAsk students to present their work and give comments on their work.【设计说明】经过展现评判，提高学生的成就。
Step 3 HomeworkAsk students to proof read their time chart and put their poster up in the displaycorner of the ir classroom.【设计说明】让学生经过改正作业来进行反省。
高中英语：unit3back to the past-reading教案(牛津译林版必修3)
Unit 3 Back to the pastPeriod 2 Reading Lost CivilizationsTeaching aims:1) To talk about lost civilizations2) To help the students develop the ability of reading diary entries.Important and difficult points:The way of reading diary entries.Teaching procedures:Step1Lead-in1. Show students a video about ancient Pompeii.2. Answer questions2) Where is the city of Pompeii?3) What happened to it?4) What is it like now?5) What else do you want to know about them?Step2 Reading prehension.1. Ask students to read the passage quickly and try to find answers to the questions in PartA.2. Ask students to read again and plete Part C1.3. Let students plete Part C2.Step 3 Reading strategy1. Discuss in pairs about what features are usually included in diary entries.2. Let students read the Reading strategy.3. When you are reading diary entries recording someone’s travels, you should look for:⑴ Dates and place names⑵Facts and historical information⑶Personal feelings and opinions4. Answer questions according to the text.Step 4 Discussion1. Is it useful for people to study things from the past? Why or why not?2. Since as long ago as 1553 people have said, ‘History repeats itself.’ What do you think this saying means? Do you agree with it? Why or why not?Step 5Homework.1. Read the passage carefully and review the new words and phrases.2. Make a summary of the text.Period 3 Reading (2)Teaching Objectives:1〕To understand the text better2〕To master some useful words and expressionsImportant and difficult points:Some useful words and expressionsTeaching procedures:Step 1 Check the homework.Step 2 plete the summary 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 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 3 language study• 1. A British society arranged for ten high school students from different countries to go on a cultural expedition to sites of lost civilizations. arrange v. 安排，筹划，整理，布置•arrange + n. + for + n. 为…安排…•arrange + for + n. + to do 安排…做…•arrange + (with + n.) + to do (与人)约定干…•arrange + that clause(从句用should + v.) 商定…, 安排…•I arranged to meet him at 6 o’clock.•我约定在6点钟跟他见面.•The secretary ______ ______ the manager.•秘书替我向经理预约.•I’ve _______ for him ________ her.•我已安排他跟她见面.•He arranged that the meeting _______ off for a week.•他安排把会议延后一星期召开.• 2. I am representing Canada. I feel lucky to have won a place on this trip.•我代表加拿大。
模块三unit3back to the past project 教案
M3U3 Project教案Teaching aims: Help the students to understand the text.Master the meaning and usage of some words and phrases. Teaching procedures:Step1 Lead inDo you know this man ,a man who conquers a lot of land in Yuan Danasty.Yes, he is Genghis KhanHow about this one, a man who contrubute a lot to the mind of chinese.Yes, he is Confucius.Today, let’s going to study another two great people abroad, who also make a great contribution to the development of the land and the mind. One is Alexander the Great, and the other is Socrates.Step2 fast reading and detailed readingIn order to get a brief idea about the stories of this two people, please go through this two passages quickly, and then answer the following questions.Passage 1(fast reading)1 Where was the statue discovered in Xinjiang probably from?2. How old was Alexander when he became king?3.What happened to his kingdom after he died?(detailed reading)1. Which of the following statements is true? CA. The metal statue was send to China by a Greek soldier in ancient times.B. Nothing could stop him from taking control of the entire world including hisown army.C. All people are not in favor of Alexander, when he was 20 years old.D. His son inherit ed（继承）his father‟s kingdom.2. What happened to his kingdom after he died? DA. His kingdom was occupied by another king.B. His kingdom was taken over by his son.C. His kingdom became the largest in the world.D. His kingdom was divided into several parts.Passage 2(fast reading)1 What does the word …philosophy‟ mean?2 Who was Socrates?3 What was his special way of teaching?4 What is the basis of modern philosophy and science?5 What do people think of him?(detailed reading)1. Which of the following statements is true? DA. Socrates earned his living by teaching.B. He wrote many books about his philosophy.C. He was popular among many people in Athens.D. He became famous after his death.2.What was his special way of teaching? CA.He made his students get embarrassed when teaching.B. He made an argument with his students when teaching.C. He raised hard questions when teaching.D. He discussed with his students when teaching.3. Find the same meaning of this sentence"some people had had enough of him"(line20). CA. Some people disliked him.B. Some people decided to kill him.C. Some people couldn't tolerate him any more.D. Some people thought that he did many things which were wrong.Summary of this two passagesStep 3 language pointsPassage 11 influence (n&v)n. 影响，作用；影响力；势力，权势vt. 影响，感化；左右influence sb. (to do sth.)支配（或左右）某人做某事have a good/bad… influence on/upon/over…对……有好的/坏的/……的影响under the influence of受……的影响Some students in my class influence me deeply.Her older sister has a very influence on her.2 doubt n. [U,C] &vt.怀疑I don’t doubt that he’s a brilliant scientist.我不怀疑他是个出色的科学家，但他会教书吗？There is some doubt about the best way to solve the problem.这件事的最佳做法还不太确定。
新牛津译林版高中英语必修三unit 3《back to the past》project优秀教案(重点资料).doc
Unit 3 Back to the past ProjectMaking a poster about a historical figureTeaching Aims:●To learn the passage●To help students to understand the history by looking at the famous people who played keyroles in history.●Make a poster about a historical figure.Teaching Procedure:Step One: Lead- inAsk students what do they think of the sentence that the circumstances create heroes and what do you know about Alexander the Great and the father of Western philosophy.1. What do you think of the sentence that “The circumstances create heroes”?2. Do you know Alexander the Great? If so, what do you know about him?Show them the pictures of Alexander the Great and the father of Western philosophy.Step Two: Reading the article about Ancient Greek statue found in Xinjiang1. Fast reading. Ask students to gain the main idea for each paragraph.2. Detailed reading. Help stu dents to get detailed information about Alexander the Great by asking questions.Step Three: Reading the article about the father of Western philosophy1.Ask them read the article and get the main idea for each paragraph.2.Ask them more questions about the father of W estern philosophy.Step Four: Language PointsShow some useful expressions and explain the usage of these words and phrases.1. When asked how…no doubt this was a result of Alexander the Great’s influence.no doubt 无疑，确实e.g. He’s made some great movies. There’s no doubt about it.他拍了一些非常出色的影片。
牛津译林版高中英语必修三Unit3BacktothepastPeriod2教案
模块3 unit. 3 Period two 教案Word powerTeaching objectives:1.D evelop the students’ ability to use the target language in real situation.2.E nlarge the students’ vocabulary by learning some words about archaeology.3.Help the students grasp the use of some commonly used pair nouns and group nouns.●Teaching methods:1.Students-centered.2.Teacher and students’ interaction3.Multimedia way.●Teaching procedurePart A . Teach the pair nouns and group nounsStep 1. lead in•Situation: Ann: I saw a group of people all try to take onepair of binoculars.•Jane: Why ?•Ann: All of them wanted to be the first to get aclose look at Mount VesuviusHelp the students to get the idea about pair nouns and group nouns by looking at some pictures.. a pair of sacksa flock of birdsa herd of horsesStep 2. Label each picture, using an expression including a word in the box.Then summarize the use of pair nouns.•The word pair is used for many things that are found in twos or have two parts. It is placed in front of the plural form of a noun.Step 3. Label each picture, using an expression including a word in the box.Then summarize the use of group nouns.• A group noun is used to refer to people or things as a group.•We can also use the words family, crowd and team to refer to people who appear collectively.Step 4. competition.Now let’s have a competition and see how much you know about group nounsand pair nouns?Step 5. ActivityPlease describe the following events with the pair nouns and group nouns that we have learned.●In the Zoo●The National DayPart B. Learn some words and information about archaeology.Step a picture of a famous archaeologist and ask questions.Who is he ?What is he ?Where is he?What is he doing?Step each picture, using an expression and words and information about archaeologyStep 3 Students read Part A carefully, paying attention to the word in blue.Step 4 Students read and fill in the blanks of Part B.Step 5 Students have a group discussion•Which s ubject are you interested in?•What are you going to be when you grow up?Step the students to write out as many words about the subject as possible.Task 3. Homework1.Remember the pair nouns and group nouns.2.Preview the grammar.Grammar and usage (1)---- object complementTeaching objectives:. To understand what is object complement2. To know what structure can be object complement3. To make sure what words can be followed by object complement and how they are followedStep 1Read the instru ctions of object complement on page 48, illustrate what structure can be object complement Step 2 Do the Exercise on page 48, at the same time illustrate what words can be followed by object complementStep 3 Practice1 Parents don’t allow us _________ in the adv enturous activities.A to participateB participateC participatingD participated2 I had great trouble ________ Tom’s house for I had forgotten his address.A findB findingC to findD found3 The street lights and the lights of passing cars made the clothes hung on the desk ________ on the shape of wildanimals.A takeB to takeC takingD taken4 With all the trees along the road ________, the blind lady was not able to feel her way back home.A removedB to removeC removingD remove5 _________ so many people away or ill, the meeting has to be put off.A WithB ForC AsD Because6 The baseball players _________ each other the best of luck in the match before it began.A wishedB hopedC expectedD wanted7 Some companies have ________ the manufacturing(加工) of clean and safe products their main sailing point andemphasize it in their advertising.A takenB madeC gotD cause8 The terrible noise from the next room simply _______ me out of mind.A droveB putC causedD turn ed9 The telegram message about his father’s illness ______ him hurrying back home.A. droveB. madeC. sentD. got10 The exchange students found ________ hard to get used to the food of the host family.A veryB howC itD thatGrammar and usage (2)----Subject-verb agreementTeaching aims:. To understand what Subject-verb agreement is2. Different forms serve in different situationsTeaching steps:Step1Explain what Subject-verb agreement isStep 2 Different forms serve in different situationsA组依照意义一致1 Steam and ice _____ different forms of water. (is/ are)2 Trial and error _____ the source of our knowledge. (is / are)3 What he says and does _____ not agree. (does/ do)4 What he says and does _____ concern me. ( does/ do)5 The government _____ spent more than two million yuan for planting trees. (has / have)6 The city government _____ different opinions about next year’s plan. (has/ have)B组依照形式一致7 Neither I nor he _____ in favor of her marriage. (am/ is)8 Either you or I ______ going to be in charge of this matter. ( is/am)9 Not only the students but also the teacher _____to watch the game. ( wants/ want)10 Tom as well as two of his parents ______ invited to the party. (was/were)1 Dr. Smith, together with his wife, _____ to arrive on the evening night. (is /are)12 Nobody but one teacher and three students ______ in the lab. (was/ were)13 About two thirds of the surface of the earth ______ covered with water. (is / are)4 About 40 percent of the students in our school ______ girls. (is/ are)15 Each of the students _____ a copy of Jay’s new album. (has/have)16 The students each ____ a copy of Jay’s new album. (has/ have)17 The new kind of cars ____ now on show. (is /are)8 A number of students ____ from the south. (are/ is)19 The number of students from the north ____ (is / are) small.20 Huge quantities of oil _____ spilling into the sea. (was/were)21 A large amount of water _______ wasted every day in the south for they think water there is more than enough.( is/are)22 Those who ____ to go to the cinema must be at the school gate by 3:30 . (want/ wants)23 He who ___________ the great wall is not a true man. (does not reach/ don’t reach)24 She is the only one of the girls who ____ been to Beijing. (have/ has)25 He is one of the boys who ____ seen the film. (have/has)Step 3 Practice26 We live day by day, but in the great things, the time of days and weeks _____ so small that a day is unimportant.A isB areC has beenD have been27 A survey of the opinions of expe rts _____ that three hours of outdoor exercise a week _____ good for one’s health.A show; areB shows; isC show; isD shows; are28 The government has realized that the future welfare of its citizens ______ education.A is linked toB are linked toC links toD linked to29 With more forests being destroyed, huge good quantities of earth _____ each year.A is washing awayB is being washed awayC are washing awayD are being washed away30 Protecting the environment while developing economy _________ the very important thing the governmentstresses.A isB areC will beD was。
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Part A
Step I Reading
Read the article and try to get the main idea of each paragraph
:Paragraph 1 Main events in Rome and China between 753 BC and 479 BC. Paragraph 2 Similarities between China and Rome during the Han Dynasty. Paragraph 3 Both Rome and China influenced areas between 212 BC and 100 BC. Paragraph 4 Rome and China had a difficult time in the following hundred years. Read the article again and answer the following questions:
1.When did Rome become a republic and what happened in China then?
2.When was China united and by whom?
3. Which city did Han Dynasty have as its capital? Where is it now?
4.What did China and Rome have in common during the Han Dynasty?
5.When was Silk Road was in use? And what was it used for?
6.When did the trade between China and Rome begin? What goods were traded?
7.When did Han Dynasty fall and what did it result in?
8.When was Roman Empire ended? Was it the same story for China?
Step 2 Time chart
Read the time chart carefully and answer the following questions:
1.What happened in both China and Rome in the year 509 BC?
2.What about the year 27 BC?
3. When was Confucius born?
4. How long did the Han Dynasty last?
Conclusion:
What is a time chart?A time chart should be a chart marked with time periods and important events that take place in certain time periods.
Part B Creating an illustrated time chart
Steps for creating an illustrated time chart
Planning Work in small groups and do the following:
1.Discuss and research time periods in history you are interested in.
2. Choose one as the time period you will illustrate in your time chart.
3. Discuss the tasks for each member.
Research ________________
Write the outline _________________
Illustrate the time chart ____________
Present the time chart ______________
Preparing 1. Find information from various sources on the time period.
2. Sort the information by date.
3. Discuss the information and decide what to include in the time chart and what to leave out.
4. Write an outline, paying attention to the time period and its significance. Producing
5. Design the time chart based on the outline.
6. Proofread it and add new ideas, if any.
Homework
Complete the time chart
Do Parts B1, B2 on page 101 and D1, D2 on page 103 in the workbook.。