牛津高中英语(译林版)高中The Curse of the Mummy教学设计
牛津高中英语译林版高中TheCurseoftheMummy教学设计
牛津高中英语（译林版）高中The Curse of the Mummy教学设计一、教案背景1、面向学生：中学2、学科：英语（译林出版社）3、版块：模块二高一上学期4、课题：Reading:The Curse of the Mummy5、课型及课时：阅读课第1课时二、教材分析教学内容：牛津高中英语（译林版）模块二高一上学期第三单元“Amazing People”第一课时Reading: The Curse of the Mummy教材分析：本课为模块二第三单元Reading教学的第一课时，第三单元主要讲述神秘的古代文明，而本课主要讲述埃及金字塔以及有关木乃伊的诅咒。
埃及金字塔及木乃伊是世人不断研究及探索的领域，也是我们学生非常感兴趣的领域。
本课主要帮助学生通过阅读这篇文章掌握阅读此类文章的阅读策略和阅读技巧，提高学生的阅读能力和综合运用语言的能力。
同时，通过本课教学，培养学生科学探究的精神。
教学目标：知识目标：1、了解一些有用的关于金字塔，埃及，探险的单词，词组表达:curse, explorer, secretary, curious, coincidence 等.能力目标：1、通过对阅读策略的学习，掌握预测课文内容和获取学习的能力；2、培养学生的说、读、写能力、竞争意识和自主、合作、探究的意识。
情感目标：1、使学生了解木乃伊的神秘世界，激发他们的求知欲；2、努力学习，学会用科学的方法来破解这一未解之谜学习策略：1、利用图片或者特定语境来学习新的单词和短语；2、采用激励性评价体制，激发学生的积极性和主动性；3、小组活动，通过小组成员合作学习，培养学生自主运用语言的能力。
教学重难点：通过对阅读策略的学习，掌握预测课文内容和获取学习的能力；教学准备：多媒体课件教学方法：任务教学法、小组讨论法等Step1Leading-inWatch a video about mummyT: Have you seen this film? It is about mummy. Do you know what is mummy? It is preserved dead body. And it is famous in Egypt. Okay, now let’ s enjoy this video. While watching, please pay attention to what message did the mummy leave?Have you found out the message?S:Death is only a beginning.T: Good! And do you know what is this message? It is a curse.What is curse? Curse are the words believed to have magical powers that can harm people. In Chinese, we call “诅咒”.This is the title of the passage, so can we predict what the passage will tell us?S: The curse. Maybe there is something terrible.T: Do you want to know about the curse? Or are you curious? S: Yes!T: Okay, now begin reading the passage, let, s learn some new words. Read after me loudly.【设计说明】通过观看电影《木乃伊》的一小段视频，激发学生的兴趣，激发学 生表达的欲望，增加课堂的生动性及趣味性。
牛津高中英语阅读课The Curse of the Mummy案例实施与反思
牛津高中英语阅读课The Curse of the Mummy案例实施与反思【摘要】本文旨在探讨。
文章首先介绍了案例背景，包括选材背景和教学目标。
随后分析了案例的实施过程，探讨了教师的教学策略和学生的学习情况。
在案例反思与启示部分，讨论了教学中遇到的问题和改进方向。
教学方法探讨部分则探讨了更适合此案例的教学方法。
学生反馈与效果评价部分评估了学生对此案例的接受程度和学习效果。
结论部分总结了案例实施经验，并提出了教学改进建议。
未来发展展望部分展望了教学的未来方向。
通过本文的阐述，读者将对该案例的实施与反思有更深入的了解，为教学实践提供参考并推动教学质量的提高。
【关键词】。
1. 引言1.1 牛津高中英语阅读课The Curse of the Mummy案例实施与反思The Curse of the Mummy是一节牛津高中英语阅读课的案例，讲述了一个关于埃及法老和古代宝藏的神秘故事。
在这节课中，学生通过阅读和讨论相关文章，了解了古埃及文化和历史，同时锻炼了他们的阅读和理解能力。
在实施这个案例的过程中，老师首先通过引入一些背景知识和图片让学生建立起对埃及文化和历史的基本了解。
然后，老师让学生在小组中共同阅读和讨论相关文章，通过互动合作的方式提高他们的阅读理解能力。
在讨论过程中，老师引导学生提出问题和解决问题的方法，培养了他们的批判性思维能力。
在反思这个案例的过程中，我们发现学生对埃及文化和历史产生了浓厚的兴趣，并且通过这个案例学会了如何有效地阅读和理解文章。
学生也从讨论中学会了互相合作和倾听他人的观点，提高了他们的团队合作能力。
在教学方法探讨中，我们认为可以进一步引入多样化的教学资源和互动形式，如视频、游戏等，来增强学生的学习体验和吸引力。
我们也可以加强老师对学生思维能力和情感态度的引导，使学生在学习过程中更加主动和积极。
通过学生的反馈和效果评价，我们得知这个案例取得了较好的教学效果。
学生表示通过这个案例对阅读和理解能力有所提升，对埃及文化和历史有了更深入的了解。
牛津高中英语阅读课The Curse of the Mummy案例实施与反思
牛津高中英语阅读课The Curse of the Mummy案例实施与反思摘要：本文以牛津高中英语模块二第三单元阅读课第一课时为例，介绍了“问题导学”课堂教学模式在英语阅读课中的尝试，旨在培养学生自主学习能力、提高英语课堂效率。
关键词：“问题导学”课堂教学模式；英语阅读“问题导学”课堂教学模式是以教材为依据，从学生的实际出发，制定出具体的教学目标，然后把教学目标反映到一系列富有趣味性、启发性、探索性、应用性的问题中，在教师精心组织下从简到难，循序渐进地把问题展示，目标引出、导读、导议、反馈性导练、归纳总结和创新应用的教学程序，让学生身临问题探索过程，并从中获取完整的知识体系，培养学生自主性和创新性的新型课堂教学模式。
该教学模式不仅重视教师的诱导点拨、示范的教的过程，更注意学生自主学习、能力迁移、自主探究的学的过程，充分体现了“以学生发展为本”的教学理念。
下面以《牛津高中英语》module2 unit3 reading the curse of the mummy阅读课第一课时为例，抛砖引玉，与同行们一起探讨。
课题：the curse of the mummy （牛津高中英语模块二第三单元）教学目标：1．帮助学生通过文章标题和首尾句培养预测文章信息能力。
2．了解探险家howard carter生平以及发现，理解课文内容并学会简要复述。
3．培养学生保护名胜古迹或历史文化遗产的意识和解决问题的能力。
教学方法：语篇整体阅读教学法教学过程：一、通过问题，充分调动学生阅读积极性在导入阶段，为了提高学生的阅读兴趣，用多媒体视频呈现影片《王者归来：the mummy》部分内容，以此激起学生的好奇心，预测文章的内容。
学生观看完视频后，思考我设计的以下问题：1．what might be the connections between “the curse of the mummy”and the famous explorer？2．from your point of view，what might be dealt with in the following article？3．do you want to know something more about the mummies in egypt？（students’different opinions are collected.）“学起于思，思源于疑”。
译林牛津版高中英语module 2 unit 3 reading---The curse of the mummy教学课件 (共21张PPT)
in ypt 坟墓
mummy preserved dead bodies
Step 2 prediction
Why Who
The curse of the mummy
What Where
Word Bank
curse mummy explorer curious tomb Egyptian fortune jewel preserve
died of _h_e_a_r_t _t_r_o_u_ble
Not mentioned
Task3 Read para.6-8and find out different explanations about the death
1.Coincidence 2.The mummy’s curse 3.A scientific explanation (viruses)
They fell ill and died 3. How many people who had something to do with the opening of the tomb died?
21
4. What did they do after they looked into the tomb? Why?
Howard Carter is a famous explorer and he discovered many amazing things.
4.sHhHaogooewwrtoaalyfrrd6da5CfC.taeartrretrhe, ehroddwiieesvdceorl,ivkleievreeoddtohntehurenpttieol trmhseobn. s F
5. The curse of mummy has never been
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Reading (2-1) The curse of the mummy同步授课教案
模块二Unit3：Reading (2-1) The curse of the mummy同步授课教案M2 U3 Amazing PeopleReading (2-1) The curse of the mummyTeaching goal: To improve Ss’ reading skills as well as form an active attitude towards life Teaching objectives:By the end of this period, Ss will:Language:1.Describe their loved amazing people.2.Understand and master reading strategy-predicting information.3.Improve reading skills in analysis, generalization and implication.e words and expressions such as,curious,preserved, as well as, go out,coincidence…Skills & Strategies:5.Read article and gain Egyptian cultures in the process6.Gain deep comprehension of the article by doing different reading testing exercises7.Deal with the structure of the text using analysis.8.Grasp the way of prediction by comparing title with the first paragraphCulture and Morals9.Stimulate Ss’ culture awareness10.Arouse Ss’ desire for reading and curiosity about the character of amazing people.11.Learn from them and develop their nature and outlook in exploring the world.Keys & puzzles1.How to precisely master the new words through context2.How to lead Ss to strengthen their spirits in front of obstacles.Teaching approaches1.Task-based Teaching Approach (TBT)a, comparison teaching methodb ,Question-and-Answer Teaching method2. Situational Teaching Approach (ST)a ,Free-discussion Teaching methodTeaching aidsMulti-media and a blackboardTeaching Procedures:In generalThis section Reading deals with an amazing man who contributed most of his time to making discoveries in Egypt and strange things that happened after his finding the tomb of the king Tutankhamen. Therefore, the teacher is supposed to use pictures and film excerpt to arouse Ss’ curiosity about the cruse and the mummy. Then, to emphasize the importance of the reading strategy of this unit, and actually because that Ss are intended to become better and more active readers, it would be a good idea to make a copmparison: prediction from title and from the first paragraph. After that, Ss can draw a conclusion that which one is the fast and suitable way topredict in advance and it’s essential for them to have such a good reading habit in the further study. Only with this feature can we grasp general idea in the smallest amount of time. In terms of reading contents, Ss need to get prepared for the detailed reading. In the process of reading comprehension, Ss will do different types of reading testing exercises to know some facts, understand some information between the lines and infer some preliminary evaluation beyond the lines. Teacher should provide Ss with some related exercises to consolidate their understanding. Finally, a discussion about reasons whether Ss want to stick to their goals or not will be conducted to unearth article’s deep meaning.（图片和视频激趣――阅读策略的引入――阅读策略的总结――文章各段落细节信息的理解――文章结构的分析和练习总结――展开讨论――布置作业）In detail:Step 1 Lead—in (3 mins)Students are asked a question: What is a mummy?→Ss are able to guess the meaning by mummies’ pictures easily.Then give them another question: What is the curse? Do you know the curse’s definition?Play a film clip(Belphecor: Phanton of the Louvre《卢浮魅影》）Ss will know the cruse: Bring them death and make them die(on ppt)Death shall come on swift wings to him who disturbs the peace of the king.→谁扰乱这位法老的安宁，死神将展翅在他头上降临。
人物传记类高中英语阅读教学的课例探究——以“The curse of the mummy”为例
LiberalArtsGuidance2021年02月（总第400期）文理导航No.02,2021Serial No.400■文科指导/英语人物传记类高中英语阅读教学的课例探究———以“The curse of the mummy ”为例叶彩琴(太仓市明德高级中学,江苏苏州215400)【摘要】牛津高中英语阅读材料中有不同体裁的文章，其中有很多人物传记类文章，本文将结合课例探讨如何进行人物传记类高中英语阅读课的教学。
让学生通过对历史人物的学习，提高自身精神品质，形成正确人生观。
【关键词】人物传记；阅读教学；课例探究普通高中英语课程标准(2017版)建议教师在研读语篇时,应该首先尝试回答三个问题:第一,语篇的主题和内容是什么?第二,语篇的深层含义是什么?第三,语篇具有什么样的文体特征,内容结构和语言特点?文本的题材往往会告知读者文本的内容以及作者的情感态度,而把握文本体裁,就可以理清文章的脉络,更好的掌握作者是如何写的。
因此为了促进有效阅读,学生需要正确掌握文本体裁。
人物传记是高中英语常见的文章类型。
人物传记是人物或人物资料的有效记录形式,对历史和时代的变迁等方面的研究具有重要意义。
它是通过对典型人物的生平、生活、精神等领域进行系统描述、介绍的一种文学作品形式,也是对人物特征和深层精神的表达和反映。
笔者将结合牛津高中英语模块二第三单元Reading The curse of the mummy ,探究如何进行人物传记类高中英语阅读教学。
一、情境导入教师可以利用时长三分钟的关于图坦卡蒙的视频片断,给学生以视觉和听觉的刺激,引起他们想进入图坦卡蒙的墓中探索的好奇心,营造生动的课堂情境,激发学生对课文的阅读兴趣。
二、文本处理(一)渗透快速阅读传记类文本策略教师先让学生找出文章标题的两个关键词“curse ”和“mummy ”并理解其含义,由标题先推测文章内容。
接着要求学生阅读课文第一段,找出段落大意,并划出所有形容词,对文章内容进行再次猜测。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Reading The Curse of the Mummy
模块二Unit3：Reading The Curse of the Mummy同步授课教案Lesson plan Module2 Unite 3 Reading The Curse of the Mummy Teaching aims:1、Ss will be able to find some information about Howard Carter andhis discovery of the tomb of the King Tutankhamun.2、Ss will be able to predict information when reading.3、Ss will be able to talk about those strange deaths.I.Lead-in (10’)1、Show Ss some key words and some explorers’daily, starting a talk about “explorers”.Q: Who do you think is the most amazing person? Who is your hero?2、Ask Ss who those explorers are, providing them with some hints.3、Assist Ss in naming those explorers(Christopher Columbus, Ferdinand Magellan, Marco Polo, Indiana Jones), eliciting students from today’s explorer----Howard Carter.4、Make Ss predict what will be talked in the following class.4、Show Ss some pictures, and bring them into the tomb of King Tutankhamen.II.Presentation (25’)1、Show Ss a video about Carter’s discovery.Q1: What can you learn from the video?Q2: What did they find?2、Ask Ss to read para.3 first, and say something about Carter’s most amazing discovery.Q3: When, where, and how did they find the tomb?Q4: What did Carter say when they found the tomb?3、Ss listen to para.1&2 together, and find out the main idea of each paragraph.Q5: What are the key words used to describe him? (para.1)Q6: What specific information can you find about Howard Carter? (para.2 His birthday, death, his education experience and so on).Howard Carter (1874-1939)Education：didn’t go to schoo l, taught to draw by his father; Interests：loved visiting new places; Went to Egypt：1891; Discoveries：many amazing things; Job : explorer (by the 1920s); Greatest discovery: King Tutankhamun’s tombYear of the discovery：1922; Where：Valley of the Kings, Egypt4、Ss predict what would happen after Carter entered the tomb.5、Help Ss analyze para4-5 for detailed reading, talking about those strange deaths.6、Ask Ss to read para.6-8 by themselves and ask them to tell the main idea of this part.Different beliefs/explanations of strange deaths.1. Coincidence2. The mummy’s curse: Those who disturb the king’s rest would receive death in return3. A scientific explanation: The viruses caused the illness and deathConclusion: The mystery has never been fully explained.7、Discussion: Students work in group of four on different beliefs/explanations of strange deaths.How do you think of those strange deaths? Please work in group of four, and talk about your opinion about those strange deaths. What do you think caused the strange deaths? And please tell why? Here are some hints for you. If you think it’s the mummy’s curse, because at the moment of Carnarvon’s death, the lights went out in Cairo. If you think it’s just coincidence, you can give the reason that Carter didn’t die after the opening of the tomb. Other people’s deaths were just coincidence. If you think virus caused the deaths, how did you explain other tombs, because there also is virus in other tombs, but people who entered those tombs didn’t die.III.Consolidation(10’)1、Review the organization of the passage and the main idea of each part.Para1-3: Howard Carter’s experience and his discoveryPara4-5: Strange deaths after the discoveryPara6-8: Different beliefs about the deaths2、Ss are asked to finish a task-reading on page21 of the N.C.。
牛津高中 Unit 教学设计 The curse of the mummy
Teaching Design for Unit 3 Amazing people Reading: The curse of the mummy (comprehension)By Li Chen on Dec 26, 2006Aims and requirements♦ Read an article about a famous explorer and anarticle about a Chinese astronaut♦ Listen to a list of requirements♦ Talk about famous people and unknown places,and introduce a person♦ Write a biographical article♦ Interview a professionalSummary of the passageThe passage is about a famous explorer who,with the assistance of Lord Carnarvon, led ateam to Egypt and made some unexpecteddiscoveries in tombs. It still remains a mysteryhow one of his discoveries led to illness anddeath for many of his team members.ProceduresStep 1: Leading-in1) Do you still remember something from ourdiscussion on Egypt in Unit 1 and Unit 2?We talked about Toby traveling in Egypt andpeople’s curiosity about how the pyramidswere built. Though we don’t know exactlyhow people at that time built them, we arequite sure of one thing, that is, all thepyramids were built for kings and queens.They expected to be buried there after theirdeath. In spite of the harsh conditions, theEgyptians created this wonder of the worldwith their hands. It’s said the pyramids are asmagnificent as a palace inside.2) Have you ever read or thought about what isinside the pyramids?3) Are there any people buried in them?4) What do people nowadays call those buried intombs?5) What are mummies and how are they made?6) Apart from mummies, are there any treasuresinside the tombs of the pyramids?7) Have the tombs ever been robbed of treasuresby people?8) What happened to these people after theyentered the tombs?9) Were they rich overnight?10)What may explain the disasters that happenedto those people?Step 2: Fast reading for general ideas1.Pay attention to the Reading strategy firstbefore skimming the passage.1) The article you are going to read is about afamous explorer who worked in Egypt. Read thearticle and make connections between the titleand the explorer. Use your imagination andexpress your opinions freely with each other.What might be the connections between ‘Thecurse of the mummy’ and the famous explorer?Why does the writer choose ‘The curse of themummy’ as its title here? Do you think the titlecan grab your attention and arouse your interest?From your point of view, what might be dealtwith in the following article? Can something likethe explorer’s hobbies, his experiences ofadventures, his achievements be covered in thearticle?2) You’ve done a good job, expressing youropinions about the relationship between the titleand the explorer and predicting the maincontents of the article. That’s great. But to bemore specific, can you anticipate what might becovered in the first paragraph of the article? 3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions. What’s the first paragraph about? Is it the beginning of a story? What does the writer tell us about the explorer in the first paragraph? What words do you think are useful for you to predict the ideas included in the passage? Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key wordspredict the content of the paragraphs that follow.What are the following paragraphs likely to do?Will they give specific examples to support theExchange your ideas with your partners and then check your prediction by reading the following paragraph. 5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article. 2. Skim the passage and complete the three questions in Part A.Step 3: Detailed reading for important information 1. Now please reread the passage and identify which statements are true and which are false.Then complete Part C1 on P44 individually. 2. Part C2 on P44. Match the summaries of the paragraphs in the article 3. While reading please identify the relationships between these characters and try to retell the 1. interview A---the spokesman of Howard Carter B---a journalist B will ask A the following questions: 1) What kind of person do you think Howard Carter is? Why? 2) To be a qualified explorer, what kind of personality do you think he/she should have? 3) Do you think the personality of Howard Carter has had a positive effect on his discoveries? 4) As for students, what sorts of personalities5) Compared with the amazing persons such asMother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them? 6) Do you think the mummy’s curse really exists? Why? Step 5: Homework 1. Parts D and E on P44 and P45. 2. Write a summary about Howard Carter in a few sentences.。
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牛津高中英语（译林版）高中The Curse of the Mummy教学设计一、教案背景1、面向学生：中学2、学科：英语（译林出版社）3、版块：模块二高一上学期4、课题：Reading:The Curse of the Mummy5、课型及课时：阅读课第1课时二、教材分析教学内容：牛津高中英语（译林版）模块二高一上学期第三单元“Amazing People”第一课时Reading: The Curse of the Mummy教材分析：本课为模块二第三单元Reading教学的第一课时，第三单元主要讲述神秘的古代文明，而本课主要讲述埃及金字塔以及有关木乃伊的诅咒。
埃及金字塔及木乃伊是世人不断研究及探索的领域，也是我们学生非常感兴趣的领域。
本课主要帮助学生通过阅读这篇文章掌握阅读此类文章的阅读策略和阅读技巧，提高学生的阅读能力和综合运用语言的能力。
同时，通过本课教学，培养学生科学探究的精神。
教学目标：知识目标：1、了解一些有用的关于金字塔，埃及，探险的单词，词组表达：curse, explorer, secretary, curious, coincidence等.能力目标：1、通过对阅读策略的学习，掌握预测课文内容和获取学习的能力；2、培养学生的说、读、写能力、竞争意识和自主、合作、探究的意识。
情感目标：1、使学生了解木乃伊的神秘世界，激发他们的求知欲；2、努力学习，学会用科学的方法来破解这一未解之谜学习策略：1、利用图片或者特定语境来学习新的单词和短语；2、采用激励性评价体制，激发学生的积极性和主动性；3、小组活动，通过小组成员合作学习，培养学生自主运用语言的能力。
教学重难点：通过对阅读策略的学习，掌握预测课文内容和获取学习的能力；教学准备：多媒体课件教学方法：任务教学法、小组讨论法等Step1Leading-inWatch a video about mummyT: Have you seen this film? It is about mummy. Do you know what is mummy? It is preserved dead body. And it is famous in Egypt. Okay, now let’ s enjoy this video. While watching, please pay attention to what message did the mummy leave?Have you found out the message?S:Death is only a beginning.T: Good! And do you know what is this message? It is a curse.What is curse? Curse are the words believed to have magical powers that can harm people. In Chinese, we call “诅咒”. This is the title of the passage, so can we predict what the passage will tell us?S: The curse. Maybe there is something terrible.T: Do you want to know about the curse? Or are you curious?S: Yes!T: Okay, now begin reading the passage, let’ s learn some new words. Read after me loudly.【设计说明】通过观看电影《木乃伊》的一小段视频，激发学生的兴趣，激发学生表达的欲望，增加课堂的生动性及趣味性。
Step 2 New wordstomb n. 古墓mummy n. 木乃伊explorer n. 探险家discovery n. 发现amazing adj. 令人惊奇的curious adj. 好奇心fortune n. 财富entrance n. 入口swallow v. 吞；咽secretary n. 秘书coincidence n. 巧合connection n. 联系scientific adj. 科学的explanation n. 解释virus n. 病毒riddle n. 谜【设计说明】扫清词汇障碍，帮助理解课文T: Now please read the passage quickly and complete the following tasks in the Fast reading part.Step3 Fast reading for general ideasTask 1What is the main idea of this passage?（）A. Howard Carter' s discovery and the sufferings of his team members.B. Howard Carter' s lifeC. Different reasons for the deaths of the peopleTask2 Match the main idea of each partPart1(para1-3) A. Some people died after the tomb was openedPart2(para4-5) B. An introduction to Howard Carter.Part3(para6-8) C. Different explanations about the deaths, but remains a riddle. Task3 Answer the following questions.1.Who is Howard Carter?2.When did Howard Carter make his most amazing discovery?3.How many people died after the tomb was opened?【设计说明】本设计的目的是让学生通过快速阅读，寻找上下文中的有用信息并理清文章脉络，培养学生快速阅读的能力。
T: Firstly, Let’ s see what the main idea is.S: AT: This passage can be divided into three parts. And what is the main idea of part 1? How about part 2, part 3. We gain a clear idea of each part. Who is Howard Carter? S: He was a famous explorer the world has ever known.T: Yes, we can learn from the first sentence at the beginning. And when did Howard Carter make his amazing discovery?S: In 1922. ...T: Exactly right. There are so many people died after the tomb opened. Is it frightening? Before finding out how they died and why they died, let’ s learn something about the famous explorer, Howard Carter. Please read paragraph1 to paragraph3 and finish task1.Step 4 Careful reading for important informationTask 1Part1(Para1-3)Howard CarterBorn(year):________ Job :_______ Personality(个性）:_________________ Interests：_________________________________Education：________________________________Year of the discovery：____________The most important tomb: ___________________T: Who would like to tell us Howard Carter, to be brave and put up your hands. When was he born?S: 1874. Because he was 17 in 1891.T: What was his job?S: Explorer.T: How about his personality?S: He was brave...T: Now we know Howard Carter was a famous explorer and he led the team to explore King Tutankhamun’ s tomb. But his teammates died. Now please read paragragh4 to paragraph5 and find out how did they die?Task2Part 2(Para4-5)The death of Carter’ s teammatesCharacter Connection(联系) with CarterHow did he die？and the tombPet bird Being left in Cairo swallowed by a 1.________Lord Carnarvon Money provider, was presentfell ill with a 2._________when the tomb was openedGeorge Gould Carnarvon’ s 3.______ visitedcaught a high feverthe tombRichard Bethell Carter’ s 4._______, entereddied of 5. ___________the tombArthur Mace Team member Not mentionedTask 3 (Detailed information in Para6-8)Different explanations about the deaths1.Just _________2.The mummy’ s _________3. A scientific explanation--__________Conclusion: The mystery has remained a ____________.【设计说明】这一环节目的让学生学会提取细节信息，以小组为单位，让学生以小组抢答的形式，按小组进行评比，每组每次回答一个要点，最后评选出优胜组，用激励性的评价体制，增强学生的竞争意识。