高中英语Unit3Backtothepast英美文化欣赏教案(含解析)牛津译林版必修3
高中英语 Unit3back to the past-task教案 牛津译林版必修3
to the past TaskTeaching 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 students to choose and organize the information they have got and help them complete their products5 to enhance students’ overall abilities and improve their integr ated 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:Part A: object complementStep 1 lead inRevise the grammar items in this unit (object complements, either…or…and neither…nor…, and subject-verb agreement).Situation 1:------ Did you find anything specialwhen 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.l PositionV. + Object + object complementeg: The inspector shot the drug-dealer dead.(=The drug-deal was shot dead by the inspector.)Step 2 learn the usage of object complementSituation 2:------ 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. )l Usage An 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 3 Practise in oject complement.------What do you think about Harry Potter?------I find it ________________________.------What happened to the man?------The man was kept _________.Step 4: Use the words and phrases in the box to complete the following• Professor Zhang is a great archaeologist. His work has made the archaeological discovery of Loulan (1)_______________. We believe him(2)__________________________ as his work seems never ending.• We have all found Professor Zhang (3)______________. He took the time to answer all our questions and his answers were very wise. We have found him (4)_________________.• I walked in the desert with the other students this afternoon and we found the desert (5)_______________. The heart almost drove me(6)_____________even though I was wearing very thin cotton trousers to keep me(7)__________. It seems that I shouldn’t have brought all those thick clothes with me. I should have left them(8)____________________.Part B: either…or and neither … norStep 1:the use of either …or and nether …norSituation------ I have got one ticket for Liu Xiang’s 110mhurdle race to be held in Nanjing._______ you _____ 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 __________ I ____ my desk-mate can enjoy it.Step 2: summary:(1) Either … or…can be used to express the idea of alternatives.eg: You can choose either A or B, which means you have twochoices, i. e, you can choose any one of the two.(2) Neither … nor…can be used to join two negative ideas together.eg: Neither A nor B is proper in question one, which meansA is not proper, andB is not proper either.§ Situation------ Whose fault is it? ( not yours / not mine )------ It is neither your fault nor mine. It’s your friend Jack’s fault.Part C: Subject-verb agreementStep 1: Practise and summarize:Fill in the blanks with the right verb forms:1.The people’s republic of China _____(be) founded in 1949.2.The food they offered on the plane ______(be) delicious.The verb should be singular if the subject is.3.Two hours_____(be) not enough for so much homework.4.Twenty thousand dollars_____(be) a large amount of money to me.The verb should be singular if the subject is a phrase of measurement,money or distance.All of us _____ __ ( attend) the lecture about Pompeii .Most of the lecture ______(be) about how the ancient city was discovered.I spent only 30 yuan buying books and the rest of money_______(be) spent on my food.When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.An expert with some assistants_____ (be) sent to work in Gansu Province.No on except two teachers________( know) the secret.Xiao Ming as well as his parents_____(be) interested in music.When the subject followed by with/ together with/as well as/, the verb agrees with the subject.Either the team leader or the guides _____ (be) looking after the students.Neither noodles nor rice______(be) delicious today.Either you or the headmaster_______(be) to hand out prizes to those gifted students at the meeting.Not only you but also I_______(be) puzzled at her worried look.When neither…nor/ either…or/ not only…but also…are used to join the sub jects of a sentence, the verb agrees with the subject closest to it.His family_____(be ) to move to the countryside next month.His family _____all (be) fond of popular music.Our school ______(be) a key school in Jiangsu Province.Our school ______doing (do) morning exercises now on the playground.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 2: Exercise.1. Each of you ______ responsible for the accident.a. amb. bec. isd. are2. Each man and woman ______ the same rights.a. hasb. havec. hadd. is having3. Every means ______ tried but without much result.a. has beenb. have beenc. ared. is4. There ______ in this room.a. are too much furnitureb. is too many furnituresc. are too much furnituresd. is too much furniture5. The manager or his assistant ______ planning to go.a. wereb. arec. wasd. be6. Not only I but also David and Iris ______ fond of playing basketball.a. amb. isc. ared. was7. Neither Tom nor his parents ______ at home.a. isb. arec. hasd. was8. Either the dean or the principal ______ the meeting.a. attends b . Attendc. are attendingd. have attended9. ______ was wrong.a. Not the teacher but the studentsb. Both the students and the teacherc. Neither the teacher not the studentsd. Not the students but the teacher10. “______ twenty dollars a big sum to her?”“I suppose so.”a. Will beb. Isc. Ared. WereHomework:Do exercise in the work book.。
精选牛津译林版必修3高中英语 Unit3 Back to the past Welcome to the unit教学设计
..单元：Unit 3 Back to the past板块：Welcome to the unit课堂设计指导思想：本课通过了解世界文化遗产，拓展学生的人文知识，培养学生人文素养。
通过一系列课堂活动，激发学生用英语了解，描述，表达世界文化遗产，同时为下一课作好铺垫。
Teaching aims:1.Stude nts will be asked to talk about some magnificent structures, including theStatue of Zeus, the Taj Mahal, the Hanging Gardens and the Pltala Palace.2.Students are required to get involve d in the discussion, practise their spokenEnglish and participated in all the designed activities.3.Students are expected to be able to describe one of the ancient civilizationsand develop their sense of culture protection.Teaching procedures:Step 1 Introduction1.The teacher starts the lesson with the song Rivers of Babylon and introduce thetopic.2.Arouse students interests by introducing the seven wonders of the world andintroduce the topic by asking questions “Why are they called the seven wonders of the world?” and“ What other ancien t civilizations do you know about?”【设计说明】通过学生感兴趣的音乐话题引入主题。
牛津译林版-必修三-Unit 3 Back to the past(省一等奖)
Unit 3 Back to the past Reading教学设计Teaching Aims:To talk about lost civilizationsTo help the students develop the ability of reading diary entries.Important and difficult points:The way of reading diary entries.Teaching procedures:Step1Lead-inIn 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?The Great Wall, the Summer Palace,the Temple of heavenThe thirteen tombs of the Ming Dynasty,the Confucius temple,Royal Gardens of SuzhouShow Ss some pictures about china’s civilizations.Questions: Are you familiar with these famous Chinese historic sites ?The ruins of Yuanmingyuan are located in the suburbs of Beijing to the north-west of Qinghua Universty．Yuanmingyuan dates back to the Qing Dynasty．It has the reputation of being “the garden of gardens”．Unfortunately, it was destroyed in a fire．Our government has taken measures to repair it and much restoration work still needs to be done．Step2 Reading comprehension.What does the title Lost Civilizations mean?Lost civilizations means ancient buildings, cultures and countries that no longer existed.Where are the places in the pictures?What have you known about them?What else do you want to know about them?Answer the questions on PartAStep 3 Reading strategyDiscuss in pairs about what features are usually included in diary entries.Let students read the Reading strategy.Pay attention todates and place namesfacts and historical informationpersonal feelings and opinionsusing the following formsStep 4 consolidationBoth Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago．Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC．On 24th, Mount Vesuvius _________ and the city were _______ __________．Loulan was a _________ _________ on the Silk Road．It disappeared under the ________．There are just a few _________ left．Some _________, such as coins and painted pots, was found.Step5 finish the exerciseC1 C2 D1 D2 EStep 6 DiscussionDo you think it is a good idea to rebuild historic sites that have been damaged or destroyed? Why or why not?2．Which modern buildings do you think will be famous in 1,000 years?Step 5Homework．1．Retell the text。
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.。
Unit3BacktothePastReading教学设计高中英语牛津译林版(2020)选择性
牛津译林版（2020）选择性必修第三册Unit 3 Back to the PastReading教材分析:牛津译林版（2020）选择性必修第三册Unit 3 Back to the Past Reading 是高中英语必修课的一部分。
本单元主要围绕历史主题展开，通过阅读一篇关于石器时代的文章，了解石器时代的生活、工具和文化。
教学目标:3.提高阅读理解和阅读能力，能够获取关键信息和主旨教学重点:教学难点:学情分析:学生们是高二年级的学生，已经学习了一段时间的英语。
他们具备一定的英语基础，能够理解简单的英语文章。
但是对于历史背景以及古代文化可能了解相对较少。
教学策略:教师可以采用多媒体展示，例如图片、视频等方式引入石器时代的背景知识。
还可以设置问题引导学生思考，激发学生的学习兴趣，并激活他们的已有知识，将学习内容与学生的生活经验相连接。
教学方法:1.预测猜测法: 在学习过程中，教师可以引导学生从上下文中猜测和推测词义，提高他们的阅读能力。
2.合作学习法: 学生可以分成小组，一起进行讨论和合作，互相帮助理解文章，并通过小组展示来提高口语能力。
3.问题导向法: 教师可以设计问题，引导学生深入思考，提高他们的阅读理解能力。
教学过程如下：导入环节（约5分钟）：教学内容：引导学生回忆过去的事情与人物。
教学活动：教师可以提问学生过去发生有趣的事情，或者让学生描述一个人物的外貌和特点。
激发学生对回到过去主题的兴趣，引导学生享受回忆的乐趣。
课堂互动（约35分钟）：教学内容：阅读理解与推理。
教学活动：1. 精读文章：学生们阅读课文《回到过去》。
教师可以提醒学生跟踪时间线上的人物，并引导学生理解文章的结构和作者的意图。
2. 合作学习：学生分组讨论并回答答案。
每个小组选择一个学生分享他们的答案并进行讨论。
教师可以在小组之间进行横向比较，并指引他们思考文章中的细节和推理过程。
这有助于培养学生的合作能力和批判思维。
3. 教师讲解：教师和全班共同梳理和核对答案，解释和讲解文章中的重要信息和问题。
英语：unit3back to the past-reading教案(牛津译林版必修3)
Unit 3 Back to the pastPeriod 2 Reading Lost CivilizationsTeaching aims:1) To talk about lost civilizations2) To help the students develop the ability of reading diary entries.Important and difficult points:The way of reading diary entries.Teaching procedures:Step1Lead-in1. Show students a video about ancient Pompeii.2. Answer questions2) Where is the city of Pompeii?3) What happened to it?4) What is it like now?5) What else do you want to know about them?Step2 Reading comprehension.1. Ask students to read the passage quickly and try to find answers to the questions in PartA.2. Ask students to read again and complete Part C1.3. Let students complete Part C2.Step 3 Reading strategy1. Discuss in pairs about what features are usually included in diary entries.2. Let students read the Reading strategy.3. When you are reading diary entries recording someone’s travels, you should look for:⑴ Dates and place names⑵Facts and historical information⑶Personal feelings and opinions4. Answer questions according to the text.Step 4 Discussion1. Is it useful for people to study things from the past? Why or why not?2. Since as long ago as 1553 people have said, ‘History repeats itself.’ What do you think this saying means? Do you agree with it? Why or why not?Step 5Homework.1. Read the passage carefully and review the new words and phrases.2. Make a summary of the text.Period 3 Reading (2)Teaching Objectives:1）To understand the text better2）To master some useful words and expressionsImportant and difficult points:Some useful words and expressionsTeaching procedures:Step 1 Check the homework.Step 2 Complete the summary with proper words.Both Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _______ __________. Loulan was a _________ _________ on the Silk Road. It disappeared under the ________. There are just a few_________ left. Some _________, such as coins and painted pots, was found.Step 3 language study• 1. A British society arranged for ten high school students from different countries to go on a cultural expedition to sites of lost civilizations. arrange v. 安排，筹划，整理，布置•arrange + n. + for + n. 为…安排…•arrange + for + n. + to do 安排…做…•arrange + (with + n.) + to do (与人)约定干…•arrange + that clause(从句用should + v.) 商定…, 安排…•I arranged to meet him at 6 o’clock.•我约定在6点钟跟他见面.•The secretary ______ ______ the manager.•秘书替我向经理预约.•I’ve _______ for him ________ her.•我已安排他跟她见面.•He arranged that the meeting _______ off for a week.•他安排把会议延后一星期召开.• 2. I am representing Canada. I feel lucky to have won a place on this trip.•我代表加拿大。
译林牛津版学高中Backtothepast英美文化欣赏教案必修英语 解析版
【导读】海伦·凯勒，美国著名的盲聋女作家、教育家。
她幼时患病，两耳失聪，双目失明。
她以一颗不屈不挠的心灵坦然接受生命的挑战，以惊人的毅力面对生活的困难，在黑暗中寻找着人生的光明，然后又把生命的全部奉献给残疾人慈善事业。
The Story of My Life （Excerpt）In October，１896，I entered the Cambridge School for Young Ladies，to be prepared for Radcliffe.When I was a little girl，I visited Wellesley and surprised my friends by the announcement，“Some day I shall go to college—but I shall go to Harvard！”When asked why I would not go to Wellesley，I replied that there were only girls there.The thought of going to college took root in my heart and became an earnest desire，which impelled me to enter into competition for a degree with seeing and hearing girls，in the face of the strong opposition of many true and wise friends.When I left New York the idea had become a fixed purpose；and it was decided that I should go to Cambridge.This was the nearest approach I could get to Harvard and to the fulfillment of my childish declaration.At the Cambridge School the plan was to have Miss Sullivan attend the classes with me and interpret to me the instruction given.Of course my instructors had no experience in teaching any but normal pupils, and my only means of conversing with them was reading their lips.My studies for the first year were English history, English literature，German，Latin，arithmetic，Latin composition and occasional themes.我的生活（节选）１896年１0月，我进入剑桥女子学院学习，这也是为迈入拉德克利夫学院做准备。
Unit3BacktothePastWeletotheunit教学设计高中英语牛津译林版(2020)
牛津译林版（2020）选择性必修第三册Unit 3 Back to the PastWele to the unit教材分析：《牛津译林版（2020）选择性必修第三册Unit 3 Back to the Past Wele to the unit》是高中英语教材中的一课。
该课程主要围绕“回到过去”这一主题展开，通过引入科幻小说《时间机器》中的一章节，帮助学生了解时间旅行的概念，并引导学生思考时间旅行对人类生活的影响。
教学目标：1. 知识目标：学生能够通过阅读《时间机器》中的一章节，了解时间旅行的概念，认识时间旅行对人类生活的可能影响。
2. 能力目标：通过讨论和合作，学生能够用英语表达自己对时间旅行的想法和看法，并能够就时间旅行的相关问题进行讨论。
3. 情感目标：培养学生的科学思维和创新意识，激发学生对未来和历史的兴趣和好奇心。
教学重点：1. 通过阅读和讨论，学生能够了解时间旅行的概念和可能对人类生活的影响。
2. 培养学生的阅读和口语交流能力，能够就时间旅行进行思考和表达。
教学难点：1. 学生对于科幻概念和时间旅行的理解和思考能力。
2. 学生如何用英语表达自己对时间旅行的看法和想法。
学情分析：学生是高二年级的学生，对于英语学习已经有一定的基础。
他们对科学的兴趣较高，对于未来和历史也有一定的好奇心。
对于时间旅行这一概念，学生可能有一定了解，但对于其具体影响和相关问题的讨论可能需要引导和指导。
教学策略：1. 激发学生的学习兴趣和积极性，通过问题导入和小组讨论等方式，引导学生对时间旅行的思考和讨论。
2. 创设情境和角色扮演，帮助学生理解并运用相关词汇和句型。
3. 采用多种教学方法，如阅读理解、小组讨论、口语交流等，提高学生的综合语言运用能力。
教学方法：1. 教师引导学生进行阅读理解，帮助学生理解并掌握课文中的重要观点和细节。
2. 学生进行小组讨论，分享自己对时间旅行的看法和观点，提高口语表达能力。
3. 教师以问题为导向，引导学生进行思考和探讨。
新牛津译林版高中英语必修三unit 3《back to the past》language points优秀教案(重点资料).doc
Unit 3 Back to the past Language pointsTeaching 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。
call at a civilized hour 在别人方便的时候去拜访civilized service 文明礼貌的服务Many a rough man in that country has been civilized by his wife.在那个国家有许多粗野的男人都被妻子教化好了。
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Unit 3 Back to the past
【导读】海伦·凯勒，美国著名的盲聋女作家、教育家。
她幼时患病，两耳失聪，双目失明。
她以一颗不屈不挠的心灵坦然接受生命的挑战，以惊人的毅力面对生活的困难，在黑暗中寻找着人生的光明，然后又把生命的全部奉献给残疾人慈善事业。
The Story of My Life (Excerpt)
In October，1896，I entered the Cambridge School for Young Ladies，to be prepared for Radcliffe.
When I was a little girl，I visited Wellesley and surprised
my friends by the announcement，“Some day I shall go to college
—but I shall go to Harvard！”When asked why I would not go to
Wellesley，I replied that there were only girls there.The thought
of going to college took root in my heart and became an earnest
desire，which impelled me to enter into competition for a degree with seeing and hearing girls，in the face of the strong opposition of many true and wise friends.When I left New York the idea had become a fixed purpose；and it was decided that I should go to Cambridge.This was the nearest approach I could get to Harvard and to the fulfillment of my childish declaration.
At the Cambridge School the plan was to have Miss Sullivan attend the classes with me and interpret to me the instruction given.
Of course my instructors had no experience in teaching any but normal pupils, and my only means of conversing with them was reading their lips.My studies for the first year were English history, English literature，German，Latin，arithmetic，Latin composition and occasional themes.
我的生活(节选)
1896年10月，我进入剑桥女子学院学习，这也是为迈入拉德克利夫学院做准备。
当我还是个小姑娘的时候，曾去韦尔斯利参观。
当时，我的宣言令我的朋友们为之一惊：“将来我也会上大学——但是要上就上哈佛大学！”于是他们问我为什么不选择韦尔斯利学院，而我却回答说那所学院里只有女生。
上大学的念头在我心里扎下了根，进而变为一种坚定不移的愿望。
可以说，这种愿望激励着我迈入学位争夺战的行列，而我的对手是一些耳目俱全的女孩子。
当然，我也要面对身边那些现实而明智的朋友们的强烈反对。
在我离开纽约的时候，上大学的想法已变成不可动摇的既定目标，因此我下定决心前往剑桥。
可以说，这是为实现我上哈佛的童年宣言而选择的最接近目标的一条路。
根据剑桥女子学院的安排，苏立文小姐将同我一起上课，并负责为我翻译授课的内容。
当然，我的导师没有任何教授残疾学生的经验，所以，我与老师和同学们交流的唯一手段就是唇读。
我第一学年学习的课程包括英国历史、英国文学、德语、拉丁文、算术、拉丁文写作和一些临时性课程。
[知识积累]
1．impel vt.推动
2．opposition n．反对
3．fulfillment n．实现
4．interpret vt.诠释
[文化链接]
身残志坚是对海伦·凯勒的最好诠释。
无论古今中外，这些名人的事迹总能给我们以生活的激情和方向。
这颗星球因他/她们的存在而多彩。