牛津译林版高中英语必修三《Unit3 Back to the past》 Reading 教案 1
牛津译林版高中英语必修三Unit 3 Reading 教学设计The article Lost civilizations is about a cultural expedition to sites of lost civilizations. Th e reading text is made up of several excerpts from the travel diary kept by a Canadian st udent about her travel experience in Pompeii in Italy and Loulan in China. Try to gain s ome information about ancient civilizations，to practice and reinforce your reading compr ehension. The Reading strategy in this unit teaches you how to read diary entries. You ar e expected not only to master this strategy but apply it to your future study as well. Step1: Lead—in1. Hi，everybody. Please enjoy some pictures and try to say something about them. (Fro m the pictures，we can see the tall buildings，castles，walls and so on are all in ruin s now. Most of them are completely destroyed .Although they are in ruins，yet they wer e once magnificent and wonderful in history. From them we dare say they are lost civiliz ations. Lost civilizations means ancient buildings，cultures and countries that no longer ex ist.)Please look at the picture. Do you know what it is？Yes，it’s the Great Wall in Ch ina. 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 civilization in China？(The Great Wall，the Summer Palace，the Temple of He aven，the Thirteen Tombs of the Ming Dynasty，the Confucius Temple，the Silk Road，Royal Gardens of Suzhou.) Have you ever been to these places？If so，can you tell u s more about them？And will you show us some photos you took in those places？2. Can you name some of the lost civilizations you know in the world？For example，Ancient China，Ancient Egypt，Ancient Greece，Ancient Rome，Atlantis，Mori in New Zealand，Byzantine Empire，Mayan Civilization and Ancient India. Have you ever heard of Pompeii in Italy and Loulan in ancient China？Are you curious about what thetwo 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？Can you imagine how people felt at their last glance at their cities？Do you know how the two cities were discovered a thousand years later？Step2: fast reading for general ideas.Let’s skim the passage and try to find answers to those questions. There are many place nam es. You have only to the dates and the place names needed to any questions.1.What country is the author from？(Canada )2. What is one main similarity between Pompeii and Loulan？(Both of them became lost civilizations about 2，000 years ago.)3. Who was made director of the Pompeii dig in 1860？(The Italian archaeologist GiuseppeFlorally.4. Who is professor Zhang？(An archaeologist from the local cultural institute.)Step 3: Detailed reading for important information1. Let’s reread the diary entries and complete Part C1 on page 44 individually to check your reading comprehension and your ability to read and identify details.Answers C11 Mount Vesuvius erupted and lava，ash and rocks poured out of it onto the surrounding countryside. All the people in Pompeii were buried alive，and so was the city.2 I t was discovered in the 18th century when a farmer found some stone with writing on it.People started to dig in the area for treasure，which caused much damage. So in 1860，the Italian archaeologist Giuseppe Florally was made director of the Pompeii dig3 With these stones，people did not have to step in the mud in the streets on rainydays.4 Because it was a stopping point on the famous Silk Road between the East and the West.5 It was gradually covered over by sandstorms from AD 2000 to AD 500.6 She felt that it was a pity.2. Exercises in part C2 on the page 44 serve as a strengthening activity to identify the author’s personal feelings and opinions as well as what they have done. Do you know what expressions usually help to talk about personal feelings？(Some sentence patterns s uch as I feel ...，I think ...；or sentences with adjectives or adverbs to express strong p ersonal opinions such as luckily，surprisingly，or amazing.)AnswersC2 1 E 2 A 3 E 4 E 5 A 6 A 7 E 8 AApart from the dates，the place names and the facts，the author's own feelings andopinions also form an important part in each diary entry. Please go through the article a gain and underline the sentences which you think express the author's personal feelings and opinions.3. Please discuss in pairs about what features are usually included in diary entries. T hink about how many of the features you list can be found in the article lost civilizations. (Dates，names of places，facts，historical information，personal feelings，personal o pinions.) Read the Reading strategy. Please note 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，you should pay special attention to sen tences containing the information.4. Please pay special attention to Part E on page 45. Part E is an e-mail Ann writes to Jane about her experiences in the two historical sites. The e-mail serves as a summar y of the diary. Complete it individually first and then I’ll check your answers with the w hole class.Answers:E (1) represent (2) Pompeii (3) commercial (4) civilizations (5) volcano(6) erupted (7) sand (8) ruins (9) treasure (10) archaeologist Step 4: Post-reading activities1. Let’s do a storytelling activity in groups of four. I’ll assign one part of Ann's travel di ary to each group. This activity can help you deepen your understanding of the diary and develop your speaking ability as well. The other students may ask each group questions about the dates，places，facts or personal feelings. You are encouraged to use your ima ginations to ask and answer as many reasonable questions as possible.2. To consolidate your speaking ability，read the instructions for Part F. Discuss with yo ur partners the questions listed. Share your opinions and report your answers to the class.3. Let’s read the article in Part B in Reading on page 111 in your Workbook. You are ex pected to answer the questions to check your understanding of the article. Here are more questions about Part B:(1) Where was the beautiful and wealthy island-continent of Atlantis？(It was situated in the middle of the Atlantic Ocean and was a centre for trade and commerce.)(2) What did people grow on the island？(They used to grow many different kinds of vegetables，fruits and nuts there.)(3) What kind of life did people live there？(For many years the people there lived si mple，honest and happy life.)。
牛津译林版高中英语必修三《Unit3 Back to the past》 Task 课件 1
illustrations of the Attack on Pearl Harbor, and to tell you
something about (4)___h_o__w__i_t_h_a_p__p_e_n_e_d_________ and
2.When and where did it take place?
3. What was the result? Group work
*Read the information on the web
*Discuss what information can be used from the web page to describe the illustrations
Hopefully you have all learned something new. 5 Giving a final expression of thanks
Thank you for being such a good audience.
(6) _T_h__a_n_k__y_o_u__f_o_r__y_o_u_r__k_i_n_d__a_t_t_e_n_t_io_n.
Note sheet
I am now listening to (1) a quarrel / an interview / a chat between friends. I can hear (2) one person / two people / three people talking. The conversation takes place in a (3) classroom / restaurant / library. The title of the girl’s talk is (4)__t_h_e_s_u_r_p_r_i_se__a_tt_a_c_k__
牛津译林版高中英语必修三英语Unit3Backtothepast课件
2. According to the last sentence, how did the author feel about the loss of Loulan? B
A. excited B. sorry C. happy D. surprised
Guessing Game Guess the meanings of the underlined words in
the sentences.
1. In 89BC, the Romans took over pompeii.
2. Unfortunately, all the people were buried alive.
3. Tomorrow we are off to Naples to visit the museum that houses many of the treasures from Pompeii.
About 2,000 years ago, it was a ___s_m_a_l_l___, ____w_e_a_l_th__y_c_o_m__m_e_r_c_ia_l_____city. It was also a ____s_to_p_p__in_g__p_o_in_t_______ on the famous Silk Road between the East and the West. Many people believed that it was gradually covered over by _sa_n__d_st_o_r_m__s.
Do you agree? Why or Why not?
Discuss it in groups and then express your view in the form of a report or a conversation.
高中英语：Unit3 Back to the past教案(牛津译林版必修3)
Unit3 back to the past单元教案Lost civilizations 教学案例一、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Lost civilizations 是一篇有关人类消失的文明的文章。
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文章的掌握和理解，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.Questions1) China has a long history, in the past thousands of years, Chinese people have built many magnificent structures. Can you name some buildings that could represent ancient civilizations in China?2) Around the world, people also built a lot of magnificent structures. Do you know about them?〔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。
2. Watch the pictures representing ancient civilizations. Introduce these pictures to the students.〔设计说明〕1〕面的内容相衔接。
译林牛津版高中英语必修3课件 Unit 3 Back to the past Reading 1 课件
What would you like to show to the aliens about our human civilizations if they came to our earth? Why?
No matter whether the civilizations are ancient or modern, no matter whether they are material or intangible, no matter which country or culture they belong to, one thing is certain: they are man’s treasures. We are supposed to cherish and protect them. We are supposed to learn from them and develop them. We are supposed to create a better future for our off-springs. As a result, our children, our children’s children will enjoy the beauty of more civilizations.
Assignment
Try to write a slogan for our class, list out your reasons, post it onto the website of our class and we will pick out the best one.
world Peace &the Development
a harmonious our country socialist country a city of our beauty and culture city Success & Happiness
牛津译林版高中英语必修三Unit 3《Back to the past》(Task)word教案
Unit 3 Back to the past TaskGiving a talk about a historical eventTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achievea goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid stu dents to choose and organize the information they have got and help them complete their products5 to enhanc e students’ overall abilities and improve their integrated skills Important and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 Lead-inGet the students to know s omething about how to give a talk about a historical event. Discuss the following questions in groups:1. When you have conversations with your friends, what decides the topic you are talking about?2. Will the topic be different if someone else joins your co nversation?3. Wi ll the topic be different if you move to another place to talk?4. Will it be different if you are doing something else while you are talking?Step 2 Skills building 1Make students know how to listen to get the main ideas, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions.When we are listening to get the main ideas of something, we should tr y to find out:1.how many people are talking2. where they are3. what they are doing4. what they are talking aboutFinish the listening.Step 3 Skills building 2Make the students how to describe pictures and try to write a description of a historical place. In step 2, write a description about the Attack on Pearl Harbor according to the information found on a website.1. How would you describe a picture?2. From an audience’s point of view, what do you want to know most when seeing a picture?3. How do you decide whether a description is good or not?When we are describi ng a picture, we should pay attention to:• Do no t point out every detail.•Briefly mention the picture’s subject.• Focus on the related background information about it.Step 4 Skills building 3Make st udents know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step 3, plan an outline to introduce their illustration and give their talks.Homework1.Write a passage about the Grand canal in about 150 words according to theinformation given on P1132.Preview Project.。
牛津译林版高中英语必修三Unit 3《Back to the past》(Word power)word教案
Unit 3 Back to the Past Word PowerUNESCO World Herit age & Words related to archaeology●Teaching objectives:1.Can develop the students’ ability of using the target language in real situation.2.Can enlarge t he students’ vocabulary by learning some words a bout archaeology.3.Can expand the students’ knowledge archaeology.4.Can help the students grasp the use of some commonly used pair nouns and group nouns.●Teaching methods:1.Students-centered.2.Teacher and students’ interaction3.Multimedia way.Leading in1. Do you want to know more about the ancient civilizations in the world?2. How can we get information about the ancient civilizations?3. Do you know anything about UNES CO?Part A . UNESCO World HeritageStep 1. Ask the students what do they know about UNESCO.What does UNESCO stand for?United Nations Educational, Scientific and Cultural Organization.How many World Heritage sites are there on the World Heritage List put out by UNESCO?Altogether there are about 900 World Heritage sites.What are the three types of World Heritage sites?Sites are divided into three types:1)cultural heritage sites2) natural heritage sites3) mixed cultural a nd natural heritag e sitesStep 2. Let the students read the arti cl e on page 46 and know more about the three types of World Heritage sites.Step 3. Show them some pictures and ask them to tell others which type of World Heritage sites they are.DiscussionSuppose you are an archaeologist and you have just got news that an ancient tomb is discovered. What would you take with you? And what are the items used for?Part B. Learn some words and information about archaeology.S tep 1.Show a picture of a archaeologist and ask questions.What is he? What is he doing?Step 2. Label each picture, using an expression and words and information about archaeologyStep 3 Students read Part A carefully, paying attention to the word in blue.Step 4 St udents read and fill in the blanks of Part B.Step 5. Students have a group discussion•Whic h subject are you interes ted in?•What are you going to be w hen you grow upStep 6. Ask the students to write out as many words as possible.Homework1.Remember the pair nouns and group nouns.2.Preview the Grammar.。
牛津译林版高中英语必修三unit 3《back to the past》welcome to the unit优秀教案(重点资料).doc
Unit 3 Back to the pastWele to the unitTeaching Objectives1)Get students to conduct a free discussion about ancient civilizations.2)Encourage the students to share their ideas with each other.Important points and difficult points1)Students are expected to describe what they have known about the ancientcivilizations.2)Encourage the students to municate with classmates.Teaching proceduresStep1 Lead-inAnswer Questions•Do you like traveling? Why?•Where have you been?•Will you please tell us something about your trip?•The May Day holiday is ing. Where will you go on your holiday?Task One•My foreign friend John wrote a letter to me and said his students had formed a group called “civilization trip”and they were going to visit China during the May Day holiday. He asked me to remend 4 places where they could get the most. Now will you help me to find four best places and make a brief introduction for them.•Before doing it, please answer the following questions.•Do you know what is civilization about?•What are the foreign students want to know?•What are the four best pla ces you think we should remend?Step2 Talking about the picturesThe Statue of ZeusWho is Zeus? (A god of Greek mythology, Cronus and Rhea’s youngest son, the supre me ruler of both Mount Olympus and the Pantheon of gods residing there) What does the name Zeus mean? (It is said to be related to the Greek word ‘dios’, with ‘bright’as its meaning.)Where was the Statue of Zeus once located? (On the western coast of Greece)The Taj MahalWho built it? (Shah Jehan, the fifth Mughal Emperor.)For whom and why was it built? (It was built by Shah Jehan for his beloved wife as a monument of eternal love.)When was it built? (From 1631 to 1648)Where is it? (On the banks of India’s most sacred river, the river Yamuna in Agra) The city of PompeiiWhat do you know about the city of Pompeii?The Potala PalaceWhere is it located? (On the Red Hill i n the Lhasa Valley of Tibet, China)When was it rebuilt? (In the 17th century)What was it use d as? (The residence of the Dalai Lamas since the 7th century, as well as the religious and political ce ntre of old Tibet)Step3 Group di scussion•People from ancient civilizations built many magnificent structures. Some of them have disappeared, while others remain today.•Do you think it is important to protect cultural heritage? Why or why not ? D o you have any suggestions on how to protect it?Step 4 petition•Cultural heritages is very im portant. There are many places in our country have been in the world heritage lists. Please name them as many as you can while looking atthe following pictures.•Let’s see which group will win.Step 5 Homework Preview Reading.。
牛津译林版高中英语必修三Unit3BacktothepastPeriod2教案
模块3 unit. 3 Period two 教案Word powerTeaching objectives:1.D evelop the students’ ability to use the target language in real situation.2.E nlarge the students’ vocabulary by learning some words about archaeology.3.Help the students grasp the use of some commonly used pair nouns and group nouns.●Teaching methods:1.Students-centered.2.Teacher and students’ interaction3.Multimedia way.●Teaching procedurePart A . Teach the pair nouns and group nounsStep 1. lead in•Situation: Ann: I saw a group of people all try to take onepair of binoculars.•Jane: Why ?•Ann: All of them wanted to be the first to get aclose look at Mount VesuviusHelp the students to get the idea about pair nouns and group nouns by looking at some pictures.. a pair of sacksa flock of birdsa herd of horsesStep 2. Label each picture, using an expression including a word in the box.Then summarize the use of pair nouns.•The word pair is used for many things that are found in twos or have two parts. It is placed in front of the plural form of a noun.Step 3. Label each picture, using an expression including a word in the box.Then summarize the use of group nouns.• A group noun is used to refer to people or things as a group.•We can also use the words family, crowd and team to refer to people who appear collectively.Step 4. competition.Now let’s have a competition and see how much you know about group nounsand pair nouns?Step 5. ActivityPlease describe the following events with the pair nouns and group nouns that we have learned.●In the Zoo●The National DayPart B. Learn some words and information about archaeology.Step a picture of a famous archaeologist and ask questions.Who is he ?What is he ?Where is he?What is he doing?Step each picture, using an expression and words and information about archaeologyStep 3 Students read Part A carefully, paying attention to the word in blue.Step 4 Students read and fill in the blanks of Part B.Step 5 Students have a group discussion•Which s ubject are you interested in?•What are you going to be when you grow up?Step the students to write out as many words about the subject as possible.Task 3. Homework1.Remember the pair nouns and group nouns.2.Preview the grammar.Grammar and usage (1)---- object complementTeaching objectives:. To understand what is object complement2. To know what structure can be object complement3. To make sure what words can be followed by object complement and how they are followedStep 1Read the instru ctions of object complement on page 48, illustrate what structure can be object complement Step 2 Do the Exercise on page 48, at the same time illustrate what words can be followed by object complementStep 3 Practice1 Parents don’t allow us _________ in the adv enturous activities.A to participateB participateC participatingD participated2 I had great trouble ________ Tom’s house for I had forgotten his address.A findB findingC to findD found3 The street lights and the lights of passing cars made the clothes hung on the desk ________ on the shape of wildanimals.A takeB to takeC takingD taken4 With all the trees along the road ________, the blind lady was not able to feel her way back home.A removedB to removeC removingD remove5 _________ so many people away or ill, the meeting has to be put off.A WithB ForC AsD Because6 The baseball players _________ each other the best of luck in the match before it began.A wishedB hopedC expectedD wanted7 Some companies have ________ the manufacturing(加工) of clean and safe products their main sailing point andemphasize it in their advertising.A takenB madeC gotD cause8 The terrible noise from the next room simply _______ me out of mind.A droveB putC causedD turn ed9 The telegram message about his father’s illness ______ him hurrying back home.A. droveB. madeC. sentD. got10 The exchange students found ________ hard to get used to the food of the host family.A veryB howC itD thatGrammar and usage (2)----Subject-verb agreementTeaching aims:. To understand what Subject-verb agreement is2. Different forms serve in different situationsTeaching steps:Step1Explain what Subject-verb agreement isStep 2 Different forms serve in different situationsA组依照意义一致1 Steam and ice _____ different forms of water. (is/ are)2 Trial and error _____ the source of our knowledge. (is / are)3 What he says and does _____ not agree. (does/ do)4 What he says and does _____ concern me. ( does/ do)5 The government _____ spent more than two million yuan for planting trees. (has / have)6 The city government _____ different opinions about next year’s plan. (has/ have)B组依照形式一致7 Neither I nor he _____ in favor of her marriage. (am/ is)8 Either you or I ______ going to be in charge of this matter. ( is/am)9 Not only the students but also the teacher _____to watch the game. ( wants/ want)10 Tom as well as two of his parents ______ invited to the party. (was/were)1 Dr. Smith, together with his wife, _____ to arrive on the evening night. (is /are)12 Nobody but one teacher and three students ______ in the lab. (was/ were)13 About two thirds of the surface of the earth ______ covered with water. (is / are)4 About 40 percent of the students in our school ______ girls. (is/ are)15 Each of the students _____ a copy of Jay’s new album. (has/have)16 The students each ____ a copy of Jay’s new album. (has/ have)17 The new kind of cars ____ now on show. (is /are)8 A number of students ____ from the south. (are/ is)19 The number of students from the north ____ (is / are) small.20 Huge quantities of oil _____ spilling into the sea. (was/were)21 A large amount of water _______ wasted every day in the south for they think water there is more than enough.( is/are)22 Those who ____ to go to the cinema must be at the school gate by 3:30 . (want/ wants)23 He who ___________ the great wall is not a true man. (does not reach/ don’t reach)24 She is the only one of the girls who ____ been to Beijing. (have/ has)25 He is one of the boys who ____ seen the film. (have/has)Step 3 Practice26 We live day by day, but in the great things, the time of days and weeks _____ so small that a day is unimportant.A isB areC has beenD have been27 A survey of the opinions of expe rts _____ that three hours of outdoor exercise a week _____ good for one’s health.A show; areB shows; isC show; isD shows; are28 The government has realized that the future welfare of its citizens ______ education.A is linked toB are linked toC links toD linked to29 With more forests being destroyed, huge good quantities of earth _____ each year.A is washing awayB is being washed awayC are washing awayD are being washed away30 Protecting the environment while developing economy _________ the very important thing the governmentstresses.A isB areC will beD was。
新牛津译林版高中英语必修三unit 3《back to the past》task优秀教案(重点资料).doc
Unit 3 Back to the past TaskGiving a talk about a historical eventTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’overall abilities and improve their integrated skillsImportant and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 Lead-inGet the students to know s omething about how to give a talk about a historical event. Discuss the following questions in groups:1. When you have conversations with your friends, what decides the topic you are talking about?2. Will the topic be different if someone else joins your co nversation?3. Will the topic be different if you move to another place to talk?4. Will it be different if you are doing something else while you are talking?Step 2 Skills building 1Make students know how to listen to get the main ideas, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions.When we are listening to get the main ideas of something, we should tr y to find out:1.how many people are talking2.where they are3.what they are doing4.what they are talking aboutFinish the listening.Step 3 Skills building 2Make the students how to describe pictures and try to write a description of a historical place. In step 2, write a description about the Attack on Pearl Harbor according to the information found on a website.1. How would you describe a picture?2. From an audience’s point of view, what do you want to know most when seeing a picture?3. How do you decide whether a description is good or not?When we are describing a picture, we should pay attention to:•Do not point out every detail.•Briefly mention the picture’s subject.•Focus on the related background information about it.Step 4 Skills building 3Make students know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step 3, plan an outline to introduce their illustration and give their talks.Homework1.Write a passage about the Grand canal in about 150 words according to theinformation given on P1132.Preview Project.。
2019-2020年牛津译林版高中英语必修三Unit 3《Back to the past》(Language points)word教案
2019-2020年牛津译林版高中英语必修三Unit 3《Back to the past》（Language points）word教案Teaching aims:Students will learn to use some important phrases an d key words.Teaching procedures:I Important phrases1. A British club arranged for high school students to go on a cultural tour of places where there are lost civilizations.civilization 文明，文明世界，文明社会；现代生活的舒适环境或文明设施（特定时期和地区）社会文明e.g. Astronauts circling the earth are able to keep in touch with civilization by radio.环绕地球飞行的宇航员可通过无线电与文明世界保持联系。
Environmental damage threatens the whole of civilization.环境的破坏威胁着整个文明世界。
American civilization differs from ours.美国的社会和生活方式与我们不同。
We are proud of the civilizations of ancient China.我们为古代中国的文化而感到自豪。
What happened in that country horrified civilization.那个国家发生的事情令文明国家震惊。
▲ civilize vt.使文明，使开化；教化，熏陶，使文雅civilized adj.文明的，开化的；有教养的，文雅的e.g. Please be civilized. 请文雅点。