Unit3backtothepast单元教案
牛津译林版高中英语必修三《Unit3 Back to the past》Reading 教学设计 1.1
牛津译林版高中英语必修三单元：Unit 3 Back to the past板块：Reading课堂设计指导思想：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。
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 picture of Pavarotti and Beijing Opera to compare China with Italy.The teacher introduce the topic: Pomprii vs. Loulan—Lost civilizations.【设计说明】通过有关中国和意大利的话题引入主题，调动学生的学习热情和兴趣，寓教于乐，水到渠成导入本课主题。
Step 2 ListeningAsk students to listen to the tape recording and answer the question:What is one main similarity between Pompeii and Loulan?【设计说明】通过听课文录音和回答问题完成对课文的初步理解。
【教案】译林牛津版模块三 Unit 3 Back to the past：Grammar and usage
Unit 3 Back to the pastGrammar and usageObject complement & Either …or… and neither … nor… & Subject-verbagreementTeaching Aims: Learn the grammar:◆O bject complement◆E ither… or and neither… nor◆S ubject-verb agreementTeaching Points:How to use the ob ject complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object complement(1)Situation one—Did you find anything special when you went to the classroom?—No, I didn’t.—You found the door open, didn’t you?—Oh, yes. But I found nobody in the classroom.(2) PositionV. + Object + object complemente.g. The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)(3)Situation two—What do you think about her performance?—We consider that her performance is a big success.( We consider her performance a big success. )—What do people think about dogs?—People believe that dogs are honest.( People believe dogs to be honest. )(4)UsageAn object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.Step 2 E ither… or / neither… nor(1) Situation one—I have got one ticket for Liu Xiang’s 110m hurdle race to be held inEither you or your desk-mate can have it.—Is it on Saturday or on Sunday?—It is on next Monday.—Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.(2)Situation two—Which language can I use to write the speech? ( English / Chinese )—------ You can write the speech either in English or in Chinese.(3) Situation three—It is neither your fault nor mine. It’s your friend Jack’s fault.—Whose fault is it? ( yours / mine )(4)Situation four—Which one can I take, Sir?—I am afraid, you can take _______________. (neither the gun nor the cigar)(5)Situation five—Where can I stay on Saturday afternoon, Sir?—You can stay ______ in the classroom _____ in the dormitory. ( either … or)Step 3 Subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verbStep 4 PracticeWhen the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 5 HomeworkDo the exercises in Workbook.。
高中牛津英语第三模块unit 3 Back to the past说课稿
高中牛津英语第三模块unit 3 Back to the past说课稿
一、说学生
本堂课的教学对象高一学生。
经过第一学期的学习，他们已初步适应了高中的英语学习。
本课是在第二学期的上半学期进行。
学生比较活跃，课堂参与较积极。
二、说教材
1.《LostCivilizations》是高中牛津英语课本第三模块的第三单元Backtothepast的阅读课内容。
本节是在学习了Welcometotheunit之后编排的。
通过本节课的学习，既可以对的知识进一步巩固和深化，又可以为后面学习Task---Givingatalkaboutahistoricalevent和Project---Creatinganillustratedtimechart打下基础.
2.根据《教学大纲》的要求和学生已有的知识基础和认知能力，确定以下教学目标：
（1）知识目标：能够用英语谈论有关失落的文明的有关话题。
（2）能力目标：能够掌握如何阅读游记日记的阅读策略；能够小组合作，开展有关楼兰和庞贝的访谈。
（3）德育目标：能够让学生理解保护古代文明的意义。
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。
UNIT3 BACK TO THE PAST单元教案
一、教学内容：教牛津高中英语必修模块三unit 3二、课型：阅读课三、教学设计思路四、教学目标1）解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；2）会描述历史及事实，会用英文表达情感；3）使学生掌握阅读日记的技巧，提高阅读能力;4）掌握有关人类文明的词汇。
五、教学重点、难点1）培养学生阅读技巧，提高学生阅读能力;2）培养学生英语语言的综合运用能力。
六、教学过程step1. lead-in1.questions〔设计说明〕以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。
〔设计说明〕1）面的内容相衔接。
可以作为问题2）的答案。
2）教师利用多媒体播放古代建筑的图画. 使学生对人类古代文明产生直观的感性认识。
有利于调动学生的学习兴趣。
3）呈现本单元的部分词汇。
step 2. pre-reading〔设计说明〕1）学生不看原文的情况下通过听的方式来获取主要信息，训练学生的听力。
2）教师用多媒体呈现有关庞贝和楼兰的图画。
学生通过观看图画，获取正确答案，一目了然。
形成对课文的感性认识，有利于进一步理解课文。
step 3. fast-reading〔设计说明〕step 4. reading1. general readingform1:datesmain ideaday1---7.15dy2 ---7.16day3---7.17day4---7.24day5---7.25form 2:purpose of the trip destinationfoundeddisappeared〔设计说明〕2. detailed-readingof loulan?〔设计说明〕5) house _____ e. parts of a building that remain after it has been badly damagedstep5. reading strategy5) people started to dig in the area for treasure. (line 16-17) e/a8) sven found the remains of buildings buried under the sand. (line 39) e/a 〔设计说明〕阅读课本上reading strategy的内容，并通过完成相关练习更好地掌握阅读日记的技巧。
Unit 3 Back to the past精品教学设计-优质教案
本单元的语法知识并不复杂，主要是设计日记中的常用的一般过去时的使用和本单元的语法项目， 宾语补足语的使用。借助于日记，让学生建立以时间线索来描述游记这个常用的方法；其次，是对于 对所看到的事物的描述，尤其是对游记中经常看到的图画以及人物的描写，让学生掌握描写方法，建 构描述能力。在本单元的学习中，对于联合国经合组织中的七大奇迹，以及从 Welcome to the unit 到 Reading 中所涉及的大量专有词汇的读音对学生们来说，是个难点。
3. 单元（或主题）整体教学思路（教学结构图）
Welcome to the unit(1 课时）
Reading (2 课时）
Task (1 课时）
Project(1 课时）
课题 课型
第 1 课时教学设计（其他课时同）
新授课
章/单元复习课□ 专题复习课□
习题/试卷讲评课□ 学科实践活动课□ 其他□
Write a composition introducing one of the ancient civilizations.
紧贴本节课的教学内容，把小组活动的口头表达内容转换成笔头作业，让学生更好的掌握所学到新词 汇，尤其是专有名词，为阅读部分的学习奠定基础。
9. 特色学习资源分析、技术手段应用说明
学科 年级
英语 高一
教科书版本及章节 单元（或主题）教学设计
译林牛津英语 M3 Unit 3 Back to the past
单元（或主题）名称
Unit 3 Back to the past
1. 单元（或主题）教学设计说明
英语学科的核心素养包括语言能力、思维品质、文化意识和学习能力四个维度。语言能力就是用 语言做事的能力，涉及语言知识、语言意识和语感、语言技能、交际策略等等;思维品质是思考辨析能 力，包括分析、推理、判断、理性表达、用英语进行多元思维等活动。本单元主要是借助于现存的古 代建筑，让学生探索和感受人类历史上的古代文明，感受不同文明和文化的表现形式，尤其是东西方 文明在建筑中的不同的表现，让学生通过建筑之美，感受文化的不同，文明的力量，建立文化意识。
牛津高中英语模块三Unit 3 Back to the past 英文说课稿
Unit 3Back to the past (Welcome to the unit) Hello, ladies and gentlemen. I’m XXX from XXX. It’s my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English student’s Book 3, Unit 2, Back to the past, Welcome to the unit part. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material(Ⅰ) Status and FunctionThis unit introduces and develops the theme of lost civilizations. In welcome to the unit, students will be presented with four pictures of different magnificent structures in ancient civilizations .(Ⅱ) Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1.Knowledge objects:1) Get students to conduct a free discussion about ancient civilizations.2) Encourage the students to share their ideas with each other.2.Ability objects:1) Arose their interest in learning this unit through activities.2) To train the Ss’ ability of working in pairs3) Encourage students to practice speaking english more3. Moral objects:Let students know something about different magnificent structures in ancientcivilizations.(Ⅲ) Teaching important and difficult points1) Students are expected to describe what they have known about the ancient civilizations.2) Encourage the students to communicate with classmates.(Ⅳ) Teaching aids: multi-media computerPart 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use t hefollowing methods:1. Discuss in pairs or in groups2. Communicative teaching method3. Audio-visual teaching method4. “ Task- based” teaching methodStep 1: Lead-inIn order to attract the students’ attention, I’ll activate students’ imagination by asking the following questions:1）How much do you know about the ancient civilization?2）What are the four ancient civilized nations?3）What are the seven wonders of the world?The purpose of my design is to attract the students’ attention and let them g et the main idea about this lesson.Step2 Talking about the picturesShow them four pictures on the screen and tell them some information about these pictures. Then, I’ll let them to discuss the following questions with their partner.1. Who is Zeus?2. What does the name Zeus mean?3. Where was the Statue of Zeus once located? etc..Step 3: DiscussionIn this step, I’ll ask students to look at the four pictures and answer the question below the pictures on page 41 and discuss them in groups of four.Purpose of my design: This step is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding of this lesson.Step 5: HomeworkThe last step is to assign homework1.Go over what they learnt2.Preview the reading part3.Find more information about Lost civilizationsPart 4. Blackboard DesignUnit 3Back to the past (Reading)Hello, ladies and gentlemen. I’m XXX from XXX. It’s my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English student’s Book 3, Unit 2, Back to the past, Reading section. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material(Ⅰ) Status and FunctionThis unit introduces and develops the theme of lost civilizations. The Reading text consists of several excerpts from the travel diary of a Canadian student, who gives us a vivid description of the two lost civilizations she visited, Pompeii and Loulan, which is called the Pompeii of China. This section not only provides a reading strategy that is how to read diary entries, but also teaches the students the two of the basis reading skills: skimming and scanning, which are important to improve the stud ents’ reading ability.( Skimming------ to get the general idea of a passage by looking at the titles and headings, the first and last sentences of paragraphs, and so on. Scanning------ to find certain information in a text quickly by looking for key words and phrases, dates, numbers, and so on.). So the integrated skills will be practised and reinforced.(Ⅱ) Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1). To help students learn something about lost civilizations2). To learn important words and phrases in the reading2. Ability objects:1) Arose their interest in learning this unit through activities.2) To train the Ss’ ability of working in pairs3) To help the students develop the ability of reading diary entries.3. Moral objects:Let students know something about lost civilizations.(Ⅲ) Teaching important and difficult points1.Learn about lost civilizations2. Let students learn how to read diary entries3. How to get the main idea of the text quickly and correctly.4. Let students get new words and important phrases.(Ⅳ) Teaching aids: multi-media computer and tape recorder.Part 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. “ Task- based” teaching metho d4. Audio-visual teaching methodPart 3. Teaching proceduresI have designed the following steps to train their ability of reading.Step 1: Lead-inReview some informations that students have learnt in welcome to the unit part. Then, lead them into the reading part. In preparation for the class, I’ll activate students’ imagination by asking some questions.So I’ll say “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 could represent ancient China civilization in China?” And show them some pictures about China’s civilizations.The purpose of my design is to attract the students’ attention and let them get the main idea about this lesson.Step 2:Fast readingAfter the step of Lead-in, It’s time for me to get the students to skim the text. And I would tell the students to skim is to read quickly and note only key points, as for scanning is to read intensivelyto get the detail information. The aim is to have the students get the general ideal of this passage. And to improve the students abilities in making conlusion. The students are required to answer four questions in part A on page 42 after reading it.This time I’ll help students to understand the reading strategy, that is to say ,help them to understand how to read diary entries on page 43. I’ll tell them when they arereading diary entries recording someone’s travels, they should look for dates and place names in the text an so on. Then let studentsfinish Part C1 on Page 44.Let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it.The students can grasp the reading skills easily.Step 3: Detailed readingThis step I’ll ask the students to listen to the tape with their books open. After listening, let the studentsdiscuss in groups to find out how many parts the text can be divided into and get the main idea for each partand then fill in the blanks(use PPT). And let the students finish Part C2 on Page 44. The purpose of this step is to get the students know more about the text and understand reading strategy better. In the meanwhile, deal with some difficult and long sentences raised by the students. I would ask them to underline words and expressions and sentences which they feel useful. And they may ask for help if there’s any points they are not quite sure about . Step 4: Reading a loudAfter the students fully understand the whole text, I’ll ask some students to read the text one paragraph by one paragraph. Through reading, I can see sense of students’English language.Step 5: ConsolidationI’ ll ask students ro finsh the exercise, Part D1 and D2 on Page 44. The purpose of this step is to conslidate.Step 6: DiscussionIf time is enough, I’ll ask students to have a discussion in Part F on Page 45.Purpose of my design: This step is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding of this lesson.Step 7: Homework1.Go over what they learnt2.Finish the exercise on Page 111.3.Preview the word power part.Part 4. Blackboard DesignUnit 3Back to the past (Word power) Hello, ladies and gentlemen.I’m XXX from XXX. It’s my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English student’s Book 3, Unit 2, Back to the past, Word power section. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material(Ⅰ) Status and FunctionThis unit introduces and develops the theme of lost civilizations. Word power focuses on pair nouns, group nouns and word related to archaeology with relevant exerceises to strengthen students’ability to use the vocabulary.To enlarge their vocabulary, the text also gives them a chance to learn how to use pair nouns and group nouns.A ll the materials are related to their daily life. It can improve students’ interest and arouse the students’ motivation to grasp the words. So it plays a very important role.(Ⅱ) Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1). Expand vocabulary related to archaeology and some other studies.2). Help the students grasp the use of some commonly used pair nouns and group nouns.2. Ability objects:D evelop the students’ ability of using the target language in real situation.3. Moral objects:E xpand the students’ knowledge archaeology.(Ⅲ) Teaching important and difficult points1.The use of some commonly used pair nouns and group nouns.2.Learn some vocabularies related to archaeology3.Master the words in this part and use them freely.(Ⅳ) Teaching aids: multi-media computerPart 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the MiddleSchool is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. “ Task- based” teaching method4. Audio-visual teaching methodPart 3. Teaching proceduresStep 1: Lead-inGive students examples and explain what pairs nouns and group nouns. Let them look at the text on page 46, the conversation between Ann and Jane.Then, Help the students to get the idea about pair nouns and group nouns by looking at some pictures. Learn some new words like herd, bunch and so one.g. a pair of sacks a flock of birds a herd of horsesPurpose: It is very important to stimulate the students’ interest and draw their attention at the very beginning of the lesson.Step 2 : Practice1. 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.2. 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 3. Competition.After students practise the use of pair nounsand group nouns, I’ll say “n ow let’s have a competition and see how much you know about group nouns and pair nouns?”And let them divid into four groups to compete and see which groups know more group nouns and pair nouns.Purpose of my design: This step is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. I think proper competition can arouse the Ss’ interest in English learning. By this ste p, students can grasp more words or informations about English.Step 4. Words related to archseology1.Show a picture of a famous archaeologist and ask questions.Who is he ?What is he ?Where is he? What is he doing?2. Label each picture, using an expression and words and information about archaeology3 . LetStudents read Part A carefully, paying attention to the word in blue.4 . Ask Students to read and fill in the blanks of Part B.5. Let students have a group discussion1) Which subject are you interested in?2) What are you going to be when you grow uo6. Ask students to write out as many words as possibleStep 5: Homework1. Remember the pair nouns and group nouns.2. Preview the grammar.Part 4. Blackboard DesignUnit 3 Back to the past (Grammar and usage) Teaching Aims: Learn the grammar:Object complementEither… or and neither… norSubject-verb agreementTeaching Points:How to use the object complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object complement1). Situation one------ Did you find anything special when you went to the classroom?------ No, I didn’t.------ You found the door open, didn’t you?------ Oh, yes. But I found nobody in the classroom.2). PositionV. + Object + object complementeg: The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)3). Situation two------ What do you think about her performance?------ We consider that her performance is a big success.( We consider her performance a big success. )------ What do people think about dogs?------ People believe that dogs are honest.( People believe dogs to be honest. )4). UsageAn object complement , which gives information about the object, can be a noun,a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.5). More examples with an object complement(1) We made him chairman of our Students’ Union.(2) I find the novel interesting and amusing.(3) Please keep the cat out.(4) I am often kept at home all day long on Sunday.6) More practice with an object complementShow the students two pictures and fill in the blanks.------What do you think about Harry Potter?------I find it ________________________. (very interesting / an interesting book)------What happened to the man?------The man was kept _________. (in prison / jail)7). Find out similar examples with an object complement from the reading passage.(1)Unfortunately, all the people were buried alive, and so was the city!(2)Sven found the remains of buildings buried under the sand, together with a lot of treasures.(3)We found the ruins most interesting.Step 2 either… or / neither… nor1). Situation one------ I have got one ticket for Liu Xiang’s 110m hurdle race to be held in Nanjing.Either you or your desk-mate can have it.------ Is it on Saturday or on Sunday?------ It is on next Monday.------ Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.2). Situation two------ Which language can I use to write the speech? ( English / Chinese )------ You can write the speech either in English or in Chinese.3). Situation three------ It is neither your fault nor mine. It’s your friend Jack’s fault.------ Whose fault is it? ( yours / mine )4). Situation four------Which one can I take, Sir?------I am afraid, you can take _______________. (neither the gun nor the cigar)5). Situation five------Where can I stay on Saturday afternoon, Sir?------You can stay ______ in the classroom _____ in the dormitory. ( either … or)Step 3 subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verb agreement.Step 4 PracticePart A Fill in the blanks using the correct forms:l Exercise one: Fill in the blanks with the right form of the given verbs:l 1.The people’s republic of China _____(be) founded in 1949.l 2.The food they offered on the plane ______(be) delicious.l The verb should be singular if the subject is a phrase of measurement, money a title, a name or distance.l All of us _____ __ ( attend) the lecture about Pompeii .l When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.l An expert with some assistants_____ (be) sent to work in Gansu Province.l When the subject followed by with/ together with/as well as/, the verb agrees with the subject.l Either the team leader or the guides _____ (be) looking after the students.l Neither noodles nor rice______(be) delicious today.l When neither…nor/ either…or/ not only…but also…are used to join the subjects of a sentence, the verb agrees with the subject closest to it.l His family_____(be ) to move to the countryside next month.l His family _____all (be) fond of popular music.l When the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 6 homeworkDo the exercises in Workbook.Unit 3Back to the past (Task)Hello, ladies and gentlemen.I’m XXX from XXX. It’s my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English student’s Bo ok 3, Unit 2, Back to the past, Task section. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching proceduresPart 1. Analysisi of the teaching material(Ⅰ) Status and FunctionThis unit introduces and develops the theme of lost civilizations. Task section dealing with giving a talk about a hitorical event, in which students will practise the language skills of listening, speaking, reading, and writing. They will first learn to find the gist, then they will learn to describe illustrations and write descriptions for a speech and give a talk. The activities in Task teach students to evaluate different information given to them and to choose useful information from it. And also they will learn what is approprite to say in different situations while giving or presenting a talk. They are expected to apply what they have learnt by giving a talk in English. (Ⅱ) Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1). To teach and instruct students some specific procedures when trying to achieve agoal2). To learn important words and phrases in the listening.2. Ability Objects:1).To learn and practise their listening, speaking, reading and writing skills2) To make students be aware of the appropriate ways of performing each individual procedure and master the skills3) To aid students to choose and organize the information they have got and help them complete their products4) To enhance students’ overall abilities and improve their integrated skills3. Moral objects:Let the Ss know how to describe illustrations.(Ⅲ) Teaching important and difficult pointsMake students learn how to write an outline of a speech and how to host a talk about a historical event(Ⅳ) Teaching aids: multi-media computer and tape recorder.Part 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ a bilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. “ Task- based” teaching method4. Audio-visual teaching methodPart 3. Teaching proceduresStep 1: Lead-inBefore listening, I’ll teach them the first skill, listening for the gist. Tell them when we are listening to get the gist of something, we are listening for the general idea. We only need to focus on the information we are specifically required to listen for. And ask them look at four questions in the text.Step 2: ListeningAfter I teach the students listening skill, I’ll turn on the taprecorder .1. Listen to a short coversation and complete the notes sheet below. Then, check the answer.2. Listen to another conversation and finish part A on page 52.3. Listen to the coversation again and finish part B on page 534. After check the answer,I would ask them to underline words and expressions and sentences which they feel useful.Step 3: Describing illustrationsThis step I’ll show them some pictures first, and tell them the methods of descrbing illustrations, that is, when we are descrbing an illustration, we do not wish to point out every detail of it. The audience will not be interested in something they can see for themselves.They are more intereted in things that are related to the illustration in a significant way and so on. And ask them look at part A on page 54. Then, let them look at part B on page 54 and write a description. And I’ll ask somestudents to show their description. Students may have some mistakes in their description, I’ ll correct it.Then, I’ll show them four pictures ,and ask students to write descriptions for the illustrations as required on page 55. Also I’ll ask some students to show their description. Students may have some mistakes in their description, I’ ll correct it. Step 4: Planning an outline for a speechBefore I teach them how to plan an outline for a speech, I’ll ask students a question: Do you know something about preparing a speech? After students give me their ideas, I’ll tell them that when we prepare a speech, the first thing to do is to plan an outline of what we want to say. A simple outline of a speech often includes on page 56. Then, I’ll let them finish the exercise on page 56.Step 5: Giving your talkI’ll design this section to students’ homework. Then, I’ll ask some students to give their talk in the next class.Step 6: Homework1. Go over the Task2. To write a talk on page 573. To preview the projectPart 4. Blackboard DesignUnit 3Back to the past (Project)Hello, ladies and gentlemen. I’m XXX from XXX. It’s my great pleasure to be here sharing my lesson with you.The lecture I choose to illustrate is taken from Advance with English student’s Book 3, Unit 2, Back to the past, Poject section. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material(Ⅰ) Status and FunctionThis unit introduces and develops the theme of lost civilizations. In project, students are expected to compare the events and changes that happened at the same time in ancient China and Rome and learn from the past.(Ⅱ) Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1. Knowledge objects:1) To help students to understand ancient China and Rome.2) To help students to learn useful words and phrases2. Ability Objects:1). To creat an illustrated time chart.2). To impove students’ abilities of listening, reading, speaking and writing.3. Moral objects:Learn about ancient China and Rome and creating an illustrated time chart(Ⅲ) Teaching important and difficult points1. Let students learn how to create an illustrated time chart s2. Let students get new words and important phrases.(Ⅳ) Teaching aids: multi-media computer and tape recorder.Part 2 : The teaching methodsIn my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the following methods:1. Discuss in pairs or in groups2. Communicative teaching method3. “ Task- based” teaching method4. Audio-visual teaching methodPart 3. Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks.Step 1: Lead-inBefore reading the text, I’ll show students some pictures about ancient China and Rome and say something about their history.It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text.Thepurpose of my design is to attract the students’ attention and let them get the main idea about this lesson.Step 2: Fast readingAfter the step of Lead-in, It’s time for me to get the students to skim the text. And I would tell the students to skim is to read quickly and note only key points, as for scanning is to read intensivelyto get the detail information The aim is to have the students get the general ideal of this passage.Step 4: Detailed readingThis time I’ll ask students to listen to the tape with their books open. After listenin g, I’ll let the students get t he main idea of each paragraph. Then, I’ll ask some students to read the text one paragraph by one paragraph and let others answer the following questions after reading.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 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?Then, I would ask them to underline words and expressions and sentences which they feel useful. And they may ask for help if there’s any points they are not quite sure about .Step 5: Creating an illustrated time chart1. 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.2. Tell them the four steps of creating an illusrated time chart. That is planning, preparing, producing and presenting.Let them read the four steps carefully.。
高二英语back-to-the-past-reading教案
高二英语 Back to the Past Reading 教案教学目标1.通过阅读《Back to the Past》短文，提高学生的阅读理解能力。
2.学习并掌握多个英文短语的用法。
3.训练学生的写作及口语表达能力。
教学步骤步骤一：导入新课1.引导学生回想自己小时候的经历，并与同桌分享。
2.提问“假如有一台时光机，你希望去哪个时代看看？”并引导学生回答，并简单介绍本节课的主题《Back to the Past》。
步骤二：阅读理解讲解1.教师将《Back to the Past》短文分段示范，注重单词发音及重点语句的连读。
2.让学生阅读短文，导引学生理解文章主题及背景。
3.教师让学生根据文章内容回答下列问题：–何时何地发生了故事的主要情节？–为什么主人公想要回到过去？–主人公回到过去后发生了什么？–主人公的心情发生了怎样的变化？–主人公明白了什么？4.教师辅助学生回答问题，并按问题提醒学生，在回答时学习语言。
步骤三：新词短语讲解1.教师提供PPT课件，并通过多媒体设备呈现新单词、短语的拼写、发音及词义。
2.教师利用PPT或实物图示解释短语的词义。
步骤四：语言练习1.让学生利用所学新单词、短语写出下列问题的答案：–如果你有一台时光机，你会选择哪个时代去？为什么？–你能想到与主人公类似的经历吗？–如果你回到过去，会有什么事情你想改变吗？2.让学生彼此分享自己的想法，并通过讨论进一步提高语言交际能力。
教学反思通过本节课，学生能够在阅读文章的同时，学到新的单词和短语，并在写作及口语表达等方面得到了练习和提高。
其中，让学生自由分享自己的经历和心情，有利于拓宽学生的视野，增强他们交际和表达能力。
此外，为学生提供组合的回答问题是更好的考查学生的语言能力，以及巩固他们所学的单词和短语。
未来，为提升学生的写作技巧和口语表达技能，可以为课堂加入更多的口语训练。
译林版高中英语选必三Unit3 Extended reading 教案(雅礼版)
Unit 3 Back to the pastExtended reading: Hell comes to Pearl Harbor◆内容分析：【What】本板块的语篇描写了珍珠港遭袭这一事件，聚焦两个美国士兵的不幸遭遇，重现了该历史事件的背景、过程以及影响，帮助学生拓宽历史知识，了解重大历史事件对于历史进程的影响。
【Why】本文通过两位战争亲历者的视角，揭示了战争的残酷和惨烈，旨在引导学生以史为鉴，铭记历史，珍爱和平，培养学生对于历史事件正确的情感态度和价值观，提高自觉维护和平的意识。
【How】本文是一篇描述重大历史事件的文章，以时间顺序展开对珍珠港事件的描述，清晰地还原了史实。
第一段日常生活的描写与下文日军轰炸珍珠港的描写形成鲜明的对比，烘托了事件的突发性；在描写具体的战争场景时，作者运用多感官描写再现日本偷袭珍珠港的场景，镜头感强，语言富有画面感和冲击力。
标题中hell一词运用暗喻，将珍珠港遭袭比做人间地狱。
文章中大量伤亡数字的罗列，进一步展现了战争的残酷，让学生深切体会战争对人类社会所产生的巨大影响，进一步反思历史，珍惜当下，树立正确的历史价值观。
◆教学目标：By the end of this section, students will be able to:1. locate some specific information related to the attack on Pearl Harbor;2. identify the function of the chronological order used to describe a historical event;3. appreciate the use of sensory information;4. recognize the negative influences of war on human beings;5. spread the idea of preserving peace throughout the whole society.◆教学重难点：Students will figure out a little bit hard for them to:1. learn how to describe sensory information;2. express their own ideas of preserving peace.◆教学过程：Step 1 Lead-inAsk students how much do they know about Pearl Harbor.Enjoy a video, getting to know more about the attack at Pearl Harbor.Pearl Harbor is located in Hawaii, the United States, which is famous for the “Attack on Pearl Harbor” during the World War II.Then ask a series of questions to arouse their interest in this topic.Why did Japan attack?How about the major combatants?What was the attack like?Step 2 Appreciating the titleMetaphor is used here to make the description more powerful. The author compares the Pearl Harbor attack to “hell” to emphasize the devastation of the attack. At the same time, suspense is created, making the reader wonder what exactly happened at Pearl Harbor. Step 3 ReadingRead the article and complete the chart below.Ask students to pay attention to the TIP on the next page of the textbook.TIP: Identifying the chronological orderStep 4 Careful readingPara.1 BEFOREFind out the verbs describing seamen’s motions and think about why the author employ such a writing technique.To make the language vivid, lively, imaginary and impressive, and convey that everyone aboard was doing their daily work as usual before the attack.Para. 2 DURINGFrom the following sentences, what can readers learn?But nobody ate their breakfast: at that moment, there was a huge crashing sound from above. The ship shook violently and the men looked at each other in horror.The attack was violent and unexpected, making seamen lost in huge panic.Para.3 DURINGAfter the attack, what happened to Louis?Line 19 – Line 22.Para.4 DURINGWhat did Russell think of this attack?Line 26—Line 27.翻译：When he opened up later on, he always mentioned the horror of it.后来当他敞开了心扉，总是提起那件事多恐怖。
高二英语Unit3 Back to the past上课学习上课学习教案
高二英语Unit3 Back to the past教案高二英语Unit3Backtothepast教案Unit3backtothepast-grammarandusage教案TeachingAims:Learnthegrammar:uobjectcomplementuEither…orandneither…noruSubject-verbagreementTeachingPoints:Howtousetheobjectcomplement/either…or/neither…nor/subject-verbagreementindifferentsituations.Thek eypointistohelpstudentsguesstheexactusagefromthecon text.Teachingmethods:.InductivemethodparativemethodmunicativeapproachTeachingAids:.Amultimedia2.AblackboardTeachingProcedures:Step1objectcomplement).Situationone------Didyoufindanythingspecialwhenyouwenttotheclas sroom?------No,Ididn’t.------youfoundthedooropen,didn’tyou?------oh,yes.ButIfoundnobodyintheclassroom.2).PositionV.+object+objectcomplementeg:Theinspectorshotthedrug-dealerdead.3).Situationtwo------whatdoyouthinkaboutherperformance?------weconsiderthatherperformanceisabigsuccess.------whatdopeoplethinkaboutdogs?------Peoplebelievethatdogsarehonest.4).UsageAnobjectcomplement,whichgivesinformationabouttheobject,canbeanoun,anounphrase,anadjective,ato-infiniti ve,abareinfinitive,oraprepositionalphrase.5).moreexampleswithanobjectcomplementwemadehimchairmanofourStudents’Union.Ifindthenovelinterestingandamusing.Pleasekeepthecatout.IamoftenkeptathomealldaylongonSunday.6)morepracticewithanobjectcomplementShowthestudentstwopicturesandfillintheblanks.------whatdoyouthinkaboutHarryPotter?------Ifindit________________________.------whathappenedtotheman?------Themanwaskept_________.7).Findoutsimilarexampleswithanobjectcomplementfromthereadingpassage.Unfortunately,allthepeoplewereburiedalive,andsowast hecity!Svenfoundtheremainsofbuildingsburiedunderthesand,to getherwithalotoftreasures.wefoundtheruinsmostinteresting.Step2either…or/neither…nor).Situationone------IhavegotoneticketforLiuXiang’s110mhurdleracetobeheldinNanjing.Eitheryouoryourdesk-matecanhaveit.------IsitonSaturdayoronSunday?------Itisonnextmonday.------oh,whatapity.IamafraidneitherInormydesk-matec anenjoyit.2).Situationtwo------whichlanguagecanIusetowritethespeech?------youcanwritethespeecheitherinEnglishorinchinese.3).Situationthree------Itisneitheryourfaultnormine.It’syourfriendjack’sfault.------whosefaultisit?4).Situationfour------whichonecanItake,Sir?------Iamafraid,youcantake_______________.5).Situationfive------wherecanIstayonSaturdayafternoon,Sir?------youcanstay______intheclassroom_____inthedormi tory.Step3subject-verbagreementGrammarrulesReadthe6pointsonPage10,findouttheusagesofsubject-ve rbagreement.Step4PracticePartAFillintheblanksusingthecorrectforms:lExerciseone:Fillintheblankswiththerightformofthegiv enverbs:l.Thepeople’srepublicofchina_____foundedin1949.l2.Thefoodtheyofferedontheplane______delicious.lTheverbshouldbesingularifthesubjectisasingularnouno ranuncountablenoun.l3.Twohours_____notenoughforsomuchhomework.l4.Twentythousanddollars_____alargeamountofmoneytome.lTheverbshouldbesingularifthesubjectisaphraseofmeasu rement,moneyatitle,anameordistance.lAllofus_______thelectureaboutPompeii.lmostofthelecture______abouthowtheancientcitywasdisc overed.lIspentonly30yuanbuyingbooksandtherestofmoney_______ spentonmyfood.lwhenthesubjectisallof/someof/halfof+noun/pronoun,th everbagreeswiththenounandpronoun.lAnexpertwithsomeassistants_____senttoworkinGansuProvince.lNoonexcepttwoteachers________thesecret.lXiaomingaswellashisparents_____interestedinmusic.lwhenthesubjectfollowedbywith/togetherwith/aswellas/ ,theverbagreeswiththesubject.lEithertheteamleaderortheguides_____lookingafterthestudents.lNeithernoodlesnorrice______delicioustoday.lEitheryouortheheadmaster_______tohandoutprizestotho segiftedstudentsatthemeeting.lNotonlyyoubutalsoI_______puzzledatherworriedlook.lwhenneither…nor/either…or/notonly…butalso…areusedtojointhesubjectsofasentence,theverbagreeswi ththesubjectclosesttoit.lHisfamily_____tomovetothecountrysidenextmonth.lHisfamily_____allfondofpopularmusic.lourschool______akeyschoolinjiangsuProvince.lourschool______doingmorningexercisesnowontheplaygro und.lwhenthesubjectisagroupnounlike:class/family/governm ent/team…,weuseasingularverbifthenounidentifiesasi ngularorunit,orapluralverbifitidentifiesanumberofin dividuals.lStep5Exercise:.Eachofyou______responsiblefortheaccident.a.amb.bec.isd.are2.Eachmanandwoman______thesamerights.a.hasb.havec.hadd.ishaving3.Everymeans______triedbutwithoutmuchresult.a.hasbeenb.havebeenc.ared.is4.There______inthisroom.a.aretoomuchfurnitureb.istoomanyfurnituresc.aretoomuchfurnituresd.istoomuchfurniture5.Themanagerorhisassistant______planningtogo.a.wereb.arec.wasd.be6.NotonlyIbutalsoDavidandIris______fondofplayingbas ketball.a.amb.isc.ared.was7.NeitherTomnorhisparents______athome.a.isb.arec.hasd.was8.Eitherthedeanortheprincipal______themeeting.a.attendsb.Attendc.areattendingd.haveattended9.______waswrong.a.Nottheteacherbutthestudentsb.Boththestudentsandtheteacherc.Neithertheteachernotthestudentsd.Notthestudentsbuttheteacher0.“______twentydollarsabigsumtoher?”“Isupposeso.”a.willbeb.Isc.Ared.were1.Threehours_____enoughforustofinishthetask.a.areb.hasc.isd.were2.mostofhissavings______intheXinHuaBank.b.isbeingkeptc.havekeptd.havebeenkept3.Allthatcanbedone______.a.hasdoneb.hasbeendonec.havedoned.havebeendone4.oneorperhapsmorepages_______.a.ismissingb.hasbeenmissedc.aremissingd.wasmissing5.morethanoneworker______dismissed.a.havebeenb.arec.hasbeend.has6.manyastudent______theimportanceoflearningaforeign language.b.hasrealizec.havebeenrealizedd.hasbeenrealized7.Thegasworks______nearthecity.a.isb.arec.wered.be8.Thesurroundingsofhishouse______cleannow.a.isb.arec.wasd.were9.Thecommittee______overtheproblemamongthemselvesfo rtwohours.a.hasarguedb.hasbeenarguingc.havearguedd.havebeenarguing20.Thepublic______generousintheircontributionstothe earthquakevictims.a.isb.wasc.ared.hasbeeStep6homeworkDotheexercisesinworkbook.。
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Unit3backtothepast单元教案Unit3bactothepast单元教案Lostcivilizations教学案例一、教学内容：教牛津高中英语必修模块三Unit3二、课型：阅读三、教学设计思路Lostcivilizations是一篇有关人类消失的文明的。
在教学的设计上，以人类文明这一主线把各项活动贯穿起来。
通过一系列的练习和活动逐步加深学生对的掌握和理解，并最终达到综合运用的目的。
笔者力求通过本课的教学使学生了解人类灿烂的古代文明。
引导学生形成珍爱和保护人类文化遗产的观念。
同时掌握阅读日记的技巧，及有关人类文化的相关词汇。
四、教学目标）解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；）会描述历史及事实，会用英文表达情感；）使学生掌握阅读日记的技巧，提高阅读能力;）掌握有关人类文明的词汇。
五、教学重点、难点）培养学生阅读技巧，提高学生阅读能力;）培养学生英语语言的综合运用能力。
六、教学过程Step1.Lead-inQuestions)chinahasalonghistory,inthepastthousandsofyears ,chinesepeoplehavebuiltanyagnificentstructures.cany ounaesoebuildingsthatcouldrepresentancientcivilizat ionsinchina?)Aroundtheorld,peoplealsobuiltalotofagnificents tructures.Doyounoaboutthe?〔设计说明〕以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。
atchthepicturesrepresentingancientcivilizations.Int roducethesepicturestothestudents.〔设计说明〕）面的内容相衔接。
可以作为问题2）的答案。
）教师利用多媒体播放古代建筑的图画.使学生对人类古代文明产生直观的感性认识。
有利于调动学生的学习兴趣。
）呈现本单元的部分词汇。
Step2.Pre-readingListentothetapeithoutlooingattheboosandthin：heredidtheauthortravel?hatisoneainsiilaritybeteenthetocities?〔设计说明〕）学生不看原文的情况下通过听的方式来获取主要信息，训练学生的听力。
）教师用多媒体呈现有关庞贝和楼兰的图画。
学生通过观看图画，获取正确答案，一目了然。
形成对课文的感性认识，有利于进一步理解课文。
）由第2题引出的标题---lostcivilizations。
教师板书标题，并通过图画加深学生对lostcivilizations的理解。
Step3.Fast-readingReadthepassagefastandanserthefolloingquestions: hatcountryistheauthorfro?hoasadedirectorofthePopeiidigin1860?hoisProfessorZhang?〔设计说明〕复习前面学过的siing和scanning快速阅读的技巧。
培养学生快速获取信息的能力。
Step4.ReadingGeneralreadingReadthepassagecarefully,findtheinforationfrothetext andpletethefolloingtofors.For1:DatesainideaDay1---7.15Dy2---7.16Day3---7.17Day4---7.24Day5---7 .25For2:PurposeofthetripToseethelostcivilizationsDestinationFoundedDisappearedcauseofdisappearanceDi scovererThescenetheauthorsaThescenebeforethecityasb uried〔设计说明〕通过完成两幅表格，帮助学生从时间上和内容上分别把握每一则日记的大意，从而从整体上把握的脉络。
学生分组讨论后多媒体显示正确答案。
Detailed-readingReadthepassagecarefullyandanserthefolloingquestions.)hathappenedtoPopeiiinAugustAD79?)Hoastheburiedcitydiscovered?)haterethesteppingstonesalongtheroadinPopeiiuse dfor?)hyasLoulananiportantcityabout2,000yearsago?)HodoanypeoplethinLoulandisappeared?)Accordingtothelastsentence,hodidtheauthorfeela boutthelossofLoulan?〔设计说明〕这几个问题反映了的中心内容。
在对整体把握后，再处理这几个问题，使学生从整体到细节更进一步理解。
在处理问题时，教师要注意强调重点词汇。
ordsandexpressionsatchtheneordsiththeirdefinitions.)representing_____a.threoutlavaandash)tooover_____b.actingorspeaingforagroup)erupted_____c.sadly,unlucil)unfortunately_____d.rich)house_____e.partsofabuildingthatreainafteritha sbeenbadlydaaged)ealthy_____huge)ruins_____toocontrolof)enorous_____providesspaceforStep5.ReadingstrategAsthestudentstoread"readingstrategy"andlearnhotorea ddiaryentries.Theritersofdiariesoftenrecordfeelingoropinionsasell ashattheyhavedone.Dothesentencesbeloexpresseotionso ractions?circleyouransers.)Ifeellucytohaveonaplaceonthistrip.E/A)ThisorningeenttoalectureaboutPopeii.E/A)Unfortunately,allthepeopleereburiedalive,andso asthecity.E/A)Hoaazing!E/A)Peoplestartedtodigintheareafortreasure.E/A)henIaledaroundthecity,Isastreetsjustastheyhadb een.E/A)Iasoexcitedtobehere!E/A)Svenfoundthereainsofbuildingsburiedunderthesan d.E/A〔设计说明〕阅读课本上Readingstrategy的内容，并通过完成相关练习更好地掌握阅读日记的技巧。
Step5.Post-readingpletethise-ailthatAnnrotetooneofherfriendsaftervisi etheordsfrotheboxbelo.Popeiicivilizationstreasureercialarchaeologistvolca nosanderuptedruinsrepresentjane,Iassoexcitedtobepicedto_____canada.Ihavebeento_____ inItalyandanoinchinavisitingLoulan.Bothplacesereipo rtant_____citiesabout2,000yearsago.Theybothdisappea redandbecaelost_____.Popeiiasdestroyedbya_____.It__ ___andcoveredPopeiiithash.Loulandisappearedunderthe _____.Nooneisquitesurehy.Therearejustafe_____left.S oe_____,suchascoinsandpaintedpots,asfound,andrecent lysoetobs.I'beingveryinterestedinancientcivilizatio ns.aybeI'llbeean_____oneday.hatdoyouthin?SeeyouhenIgetbac.Ann〔设计说明〕本项练习是要求学生在掌握课文的基础上完成的。
是对课文内容的扩展。
既是检查学生对的理解程度，又是检查对词汇掌握的熟练度。
DiscussionDoyouthinitisiportanttoprotectculturalheritage?hyor hynot?Doyouhaveanysuggestionsonhotoprotectit?〔设计说明〕锻炼学生说的能力。
学生通过小组讨论的方式，增强保护文化遗产的意识。
并通过讨论复习和巩固中重点的语句。
Step6.Hoeorriteadiaryentryonyourtravelingtoalostcivilization.FinishPartFafterclass.〔设计说明〕听与读的输入为写的输出作了充分的准备。
通过写巩固对课文的理解。
培养学生综合运用语言的能力。
ThedesignoftheritingontheBb:Unit3Bactothepast Lostcivilizations tooovereruptedruinstreasureealth enoroushousesandrepresentercial Recordafterclass:。