高中英语M3U3readinglostcivilization教学设计新人教版必修3
Reading(2)：Lostcivilizations
教学设计--教案教材：牛津高中英语(模块四)高一下学期文档内容：教学设计—教案单元：Unit 3 Tomorrow’s world板块：Word power作者：鲁静课堂设计指导思想：本节课是以读、写为主的词汇教学课。
内容包括用名词或动词加上后缀构成抽象名词，以及与电脑相关的词汇等。
学习一定的构词法知识，可以有效地拓展学生的词汇量。
通过构词法教授词汇，不仅可以使学生利用较少的时间掌握较多的词汇，而且还可以使学生通过对词缀的了解来猜测词义，从而扩大词汇量。
本课主要通过引导学生自行归纳抽象名词的构成规律的方法进行教学，不仅有助于增加学生的词汇量，而且可以使学生初步形成自己的词汇认知策略，学会根据词根及后缀来猜测词义。
Teaching aims:1.Learn how to form abstract nouns from verbs and adjectives by adding suffixes.2.Learn some words related to computers.3.Expand related vocabulary and apply them practically.Teaching procedures:Step 1 Revision（PPT page 2，显示表格，更多的例子可补充在黑板上）Help students revise the common suffix used to form adjectives learnt in Unit 1 using the following chart and ask students to give more examples.【设计说明】复习以前所学的构词法知识，激活学生对后缀的相关记忆，以旧带新，有助于提高学习效率。
Step 2 Lead-in1.Ask students to compare the following two groups of words.（PPT page 5，鼠标点击，逐条显示）Group 1: house, boy, book, treeGroup 2: decision, difference,pleasure, safetyAsk students to consider the following questions:(1)Which part of speech is each of the following words?(2)What are the similarities and the differences between the two groups?Answers(1)They are all nouns.(2)The words in Group 1 refer to physical things and those in Group 2 refer to ideas, actionsand qualities.2.Tell students that the nouns in Group 2 are called abstract nouns. Ask students to read thedefinition of abstract nouns on page 46.（PPT page 6，鼠标点击，逐条显示，点击稍慢）3.Ask students to find more abstract nouns in the passage “ NOT JUST WA TCHING A FILM...”.And check the answers by showing the words in the PPT page 7, and ask them to watch thesewords and find out the similarity. These words are with a suffix, such as -ity, -ation, -ence, -ing, and -ment.●reality presentation information●experience action feeling●happiness achievement direction●argument convenience planning●-ity ; -ation; -ence; -ing; -ment【设计说明】通过分析、对比，引导学生自己发现抽象名词的特点，即不可为人的五官感知。
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.。
Lostcivilizations教学设计
《Lost civilizations》教学设计扬中市第二高级中学耿蕾一、教材解读：本课的教学内容是《牛津高中英语》模块三，第三单元的阅读课文---Lost civilizations。
本课主要是关于一名加拿大学生记叙的在意大利的庞贝和中国的楼兰两地的旅行见闻及感受。
而本课却又采取日记的形式，自然给读者一种身临其境的感觉，进而让读者更好的了解我们的失落的文明及其原因。
通过一系列的练习和活动逐步加深学生对文章的掌握和理解，重点训练学生的阅读技巧，在培养阅读能力的同时兼顾其它能力的培养，并最终提高学生英语语言综合运用的能力。
在教学中采用多媒体等教学辅助手段，力求以最直观的方式，使学生感受古代文明的魅力。
在教学活动中，通过小组讨论、演讲等多种方式激发学生自主学习的兴趣，启迪思维并培养学生尊重，热爱和保护中国以及世界文化遗产的意识。
而且，学好这一部分也为本单元接下来的部分打好基础、做好准备,比如说Task部分的Giving a talk about a historical event及写作提供模板。
二、学情分析：高一的学生，从年龄特点来看，已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。
从知识基础来看，他们已经具备一定的英语知识和运用能力。
通过初中的英语学习，高一的学生已经具备一定的阅读能力，但是还是仅仅停留在表面层次，没有形成系统的知识体系。
对于阅读在英语学习中的地位和作用也没有深刻的理解，需要教师的引导，对阅读材料有全面深刻的理解进而形成自己的见解。
本课程选取的《失落的文明》这样的主题和内容，符合此年龄阶段学生的心理特征和知识结构的需要。
这个话题，可能学生在日常生活中不是很熟悉。
这篇文章把意大利的庞贝和中国的楼兰这两大失落的文明放在一起，在阅读文章的过程中，不仅培养了学生阅读游记日记的阅读能力，更使学生了解到我们需要尊重及保护不同国家的文化遗产。
【导学案】M3 U3 Reading Lost civilizations课堂学案
M3 U3 Reading Lost civilizationsLanguage itemsWuxi Shibei Senior High SchoolWang Lei(Apr. 11, 2013)1.be know asSentence completion:1. 林书豪是著名的篮球运动员。
Lin Shuhao _________________ a basketball player in NBA.2. 他的英勇行为已经为大家所知。
His brave deeds have ________________ all of us.3. 纽约以其摩天大楼而驰名。
New York _________________ its skyscrapers.4. 我已经向我的新同学作了自我介绍。
I have________________________ my new classmates.5. 众所周知，钓鱼岛属于。
___________________, DiaoyuIslands belongs to China.2.take overBlank filling:1.In order to build a new theatre, we have to ____________ the old one.2. I’m sorry. I __________ what I said.3. Don’t _________ by his lies.4. He was homeless, so we _______him______.5. It was so hot that I _________ my sweater.6. His business __________ after his ten year’ s hard work.7. She __________ teaching in 1950.8. He ___________ as a waiter by the cafe.9. I can’ t __________ any extra work because I’ m too busy.10. Near the window is a table, and it _________ too much room.3.Near the city was a volcanoSentence conversion:A student sat by the window.=__________________________________________________________A teacher is among the students.=___________________________________________________________ Some cats are on the sofa.=__________________________________________________________A cat is on the sofa.=___________________________________________________________ 4.so was the cityMultiple choices:1.—I watched the TV program last night.—______.A. So I doB. So I didC. So did ID. So do I2.Jane won’t join us for dinner tonightand ______.A. neither won’t TomB. either won’t TomC. neither will TomD. so will Tom3.---Will you go to the museum?---If you go, _______.A.so do IB. so will IC. so I doD. so I will4.---Our foreign teacher is Australian but she loves China very much.---________.A. So does heB. So is heC. So will heD. So it is with him5. ---You forgot your purse when you left the shop.---Good heavens, _____.A. so did IB. so I didC. I did soD. I so did5. turn outSentence conversion:Our decisions turn out (to be) correct.Our decisions ________ ________ ________ correct.________ ________ ________ ________ our decisions are correct._______ ________ ________ ________, our decisions are correct.6.be believed to doA.Sentence completion:据说他正在国外留学。
教育教学案例1
1.Let the students read the article carefully and comparePompeiiand Loulan.
2.Ask the questions about the two cities. Let studentsfinish the table about the two cites.
设计说明：
The song of Loulan Girls and the video aboutPompeiican arouse students’ interest and catch their attention to the article. The song, the video and the pictures can make students know something about Loulan andPompeiiand eager to know more about the two cities.
[案例描述]：
教案背景
1.面向学生：高一年级
2.学科：English
3.课时：1课时
4.学生课前准备：
(1)Preview the new words of text on page 42-45.
(2)Search the information about the city ofPompeiiand Loulan on the internet.
Step3: Communication and presentation
1. Let the students have a discussion and present how to read diary entries better.
Lost civilizations 教学设计
Back to the past教学设计（Module 3 unit 3）Reading作为教材的重要部分，由阅读和练习两部分组成，旨在为学生扩充文化信息，进一步培养其阅读技能，并提供口语训练知识，指导学生顺利表达。
Back to the past Lost civilizations一文篇幅较长, 内容围绕中心话题古代文明的失去，使学生通过对课文的学习，了解世界各地的文明及历史，作者着意训练学生根据所给问题从文章中迅速捕捉关键信息的水平，从而使学生训练整合英语水平，通过对课文的学习，能用英语用自己的语言把课文复述出来。
二、教材分析1.教材处理本单元的Welcome to the Unit围绕一些古代的历史遗迹展开，是对Reading内容很好的铺垫。
所以，作者先将教授这个部分内容，同时要求学生在课前尽可能多地收集与古代遗迹相关的信息，以获取详实的资料。
作者还对Reading 后的问题实行了调整，将其变为一个扩展讨论题，并重新设计了Oral practise，使之更紧扣学生已学的知识和内容，以便培养学生整合信息和表达观点的水平。
2．教学目标（1）使学生了解古代文明的现状，引导其形成对待古代文明的准确态度。
（2）使学生学会分析文章的结构，用关键词概括文章大意，并能在整合信息的基础上用英语实行口头和书面表达。
（3）使学生学会对他人的口头表达内容实行评价，并注意不同的文体在结构上的的差异3．教学重点和难点（1）在Reading部分，作者用了大量的表格比较，使学生对这几个古代文明有进一步的理解，pompeii,Loulan ,Vesuvius volcano,从而更进一步增强对全文的理解。
（2）通过对全文9个问题的设置，更进一步训练学生整合英语的水平。
（3）培养学生合理利用信息表达观点的水平。
三、教学设计1．总体思路综合技能课包含阅读和写作两部分，重在综合使用英语表达思想。
在阅读教学中，教师应着重指导学生使用多种阅读技能，如略读文章、归纳中心大意以及注重文章的文体和结构等；在写作教学中，教师应引导学生将在阅读中所学的语言知识使用到自己的表达中去。
Lostcivilizations教学设计
《Lost civilizations》教学设计扬中市第二高级中学耿蕾一、教材解读：本课的教学内容是《牛津高中英语》模块三，第三单元的阅读课文---Lost civilizations。
本课主要是关于一名加拿大学生记叙的在意大利的庞贝和中国的楼兰两地的旅行见闻及感受。
而本课却又采取日记的形式，自然给读者一种身临其境的感觉，进而让读者更好的了解我们的失落的文明及其原因。
通过一系列的练习和活动逐步加深学生对文章的掌握和理解，重点训练学生的阅读技巧，在培养阅读能力的同时兼顾其它能力的培养，并最终提高学生英语语言综合运用的能力。
在教学中采用多媒体等教学辅助手段，力求以最直观的方式，使学生感受古代文明的魅力。
在教学活动中，通过小组讨论、演讲等多种方式激发学生自主学习的兴趣，启迪思维并培养学生尊重，热爱和保护中国以及世界文化遗产的意识。
而且，学好这一部分也为本单元接下来的部分打好基础、做好准备,比如说Task部分的Giving a talk about a historical event及写作提供模板。
二、学情分析：高一的学生，从年龄特点来看，已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。
从知识基础来看，他们已经具备一定的英语知识和运用能力。
通过初中的英语学习，高一的学生已经具备一定的阅读能力，但是还是仅仅停留在表面层次，没有形成系统的知识体系。
对于阅读在英语学习中的地位和作用也没有深刻的理解，需要教师的引导，对阅读材料有全面深刻的理解进而形成自己的见解。
本课程选取的《失落的文明》这样的主题和内容，符合此年龄阶段学生的心理特征和知识结构的需要。
这个话题，可能学生在日常生活中不是很熟悉。
这篇文章把意大利的庞贝和中国的楼兰这两大失落的文明放在一起，在阅读文章的过程中，不仅培养了学生阅读游记日记的阅读能力，更使学生了解到我们需要尊重及保护不同国家的文化遗产。
Unit 3 Reading Lost civilizations模块三第三单元教学设计方案
1. To enable students to cooperate with others and know the importance of team spirit
2. To get them aware of the importance of protecting ancient relics
2. Considering most of them tend to be unwilling or afraid to speak out their opinions in front of class, it is necessary to adopt group cooperative learning methodology to smooth away or lower students’ anxiety in class activities and create a friendly, equal and harmonious atmosphere.
中青年骨干教师现代教育技术
实践活动教学设计方案
教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：
According to the national curriculum of English and language learning theories, when teaching reading, we should encouragestudents to do fast-readingfirst. Thatisto say, we should encourage oursudents to read as fast as they can when they do first-reading. So,much emphasis should be put on reading skills andcomprehensionabilitiesas well. So the important points are to gain an overall understanding of the passage,grasp the main idea of it,locate specific information and do relevant exercises to improve the ability of analysis and comprehension. And the difficult points arehow to use specific information extracted from the passage,how to develop students’ cooperative skills in a group, and how toachieveeffective communication.
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第一阶段青年教师教学设计比赛
牛津高中英语教学设计
内容：必修模块 3 unit3
板块：reading lost civilizations
李集中学：王东
2010/3/27
牛津高中英语教学设计
教材：牛津高中英语模块3
文档内容：教学设计---教案
单元：unit3
板块：reading I
Thoughts on the design :
本课是高一必修第三模块里的unit3 back to the past 中的阅读课lost civilizations 这一主题。
由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。
本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并。