牛津高中英语模块三第三单元reading教学案例
牛津高中英语模块三第三单元Back to the pastReading Lost civilizations江苏省沭阳如东中学张长波一、教学内容分析：本案例是牛津高中英语教材模块三第三单元阅读的处理。
本节课是以听、说、读为主的课文理解教学课。
通过听课文，阅读课文和问答对文章进行初步理解。
再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。
希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。
二、学生学情分析：教学对象为江苏高中一年级下学期学生，学生思维活跃。
高一学生已经初步实现从具体思维向抽象思维的过渡。
他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。
他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。
他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。
同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。
因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。
三、设计思想(Thoughts on the design)Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。
本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。
在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。
设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。
在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。
以话题为中心重组教材。
词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。
以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。
以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。
The article 'Lost civilizations' is about a cultural tour to sites of lost civilizations. The reading text is made up of several excerpts from the travel diary kept by a student about her travel experience in Pompeii in Italy and Loulan in China. Students are expected to gain some information about ancient civilizations, and to practise and reinforce their reading comprehension. The Reading strategy in this unit teaches students how to read diary entries. Students are expected not only to master this strategy, but also to apply it to their future study. Teaching aims:1. Make sure that student understand the text.2. Help the students develop the ability of reading diary entries.3. Make sure that students grasp the main idea of the text by retelling the text.4. Enable the students to talk about the topic of civilization in English.Teaching procedures: Step 1 Lead-inThe teacher begins the lesson by showing the pictures of some civilizations, such as the Statue of Zeus, the Taj Mahal, the city of Pompeii and the Potala Palace. Last period, what did we talk about? ——Civilization.When we are talking about civilization, what will you think of?——architecture, art, literature, thought, religion … Who can give a definition on ‘civilization ’?——It’s about a society, its cultur e and its way of life during a particular period of time or in a particular part of the world, including architecture, art, literature, thought, religion and so on. Then, what is lost civilization? Do you know the meaning of the word ‘lost ’? ——It means something doesn ’t exist any more.civilizationliterature artarchitecturethoughtreligionIt ’s about a society, its culture and its way of life during a particular period of time or in a particular part of the world.Good. Now who can give a definition on ‘lost civilization ’?——It means ancient buildings, cultures and countries that no longer exist now. Can you list some lost civilizations that you know?——The Hanging Gardens, the Lighthouse of Alexandria, the Temple of Artemis …So we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; they ’re Pompeii and Loulan.【设计说明】通过对上一节课的复习引入主题civilization ，展示和文明有关的图片，调动学生的学习热情和兴趣，寓教于乐，学生跟着图片一步一步地对人类文明展开了解，然后下定义，紧随其后，引入lost civilization 的话题，为文章的阅读做铺垫，同时也水到渠成导入了本课主题。
Step 2 Scanning & Reading strategyFind the answers to the three questions. Work in pairs. 1. Where are Pompeii and Loulan? Pompeii is in Italy and Loulan is in China.2. What is one main similarity between the two cities? Both of them became lost civilizations about 2,000 years ago.3. What was Loulan buried beneath? Loulan was buried beneath the sand.After scanning the text, have you noticed that there are many dates and place names? Why? —— Yes. Because they ’re diary entries.How do we read diary entries? What should we look for?Later in our reading, let ’s pay attention to these points. Now, come back to the passage again. How many diary entries are there altogether?Have a short discussion with your partners, and try to tell the main ideas of each diary entry. Main ideas:When you are reading diary entries recording someone ’s travels, you should look for:⑴⑵⑶Dates and place namesFacts and historical information Personal feelings and opinionsReading strategy:Day 1: Telling the purpose of the trip and the two destinations.Day 2:Attending a lecture about the city of Pompeii and the volcano eruption.Day 3: Visiting the buried city-----Pompeii and getting amazed at it.Day 10: Being excited to arrive in Loulan after several days of traveling.Day 11: Introducing the discovery of the city-----Loulan and feeling it’s a pity.【设计说明】通过快速阅读培养学生获取信息的能力，并在浏览的同时发现文章的明显特征(多个日期和地点),因为本文是由几篇旅游日志所组成，所以对每篇日志大意进行探讨，研究阅读策略。
图式理论视角下的语篇衔接手段——以牛津高中英语第三模块第三单元Reading为例
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１ 图式 理 论
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Unit3Reading教案-高一上学期英语牛津译林版(2020)
Cindy:
This Friendship is worth.
Amy should find anto havewith Jenny.
David:
It’s time totheir friendship.
to Jenny.
If necessary,,and accept the reality.
(Purpose: These activities are designed to help students get the detailed information of Amy’problem and the two replies, and train their reading skills.)
2.Summary
A life without a friend is a life without a sun.
Be slow in choosing a friend; slower in changing.
(Purpose: Students will adopt a positive attitude and practical solutions to deal with reallife friendship problems.)
2.Detailed reading
Post：
Task 1:Have students listen and read Para. 1,andfill in the blanks.
高中译林牛津英语模块三Unit3教案教学教材
高中译林牛津英语模块三U n i t3教案Module3 Unit3教学设计课题 AWE M3 U3 主备人杨凡课时主备教案课型 Welcome + Word powerLearning objectives:收集于网络，如有侵权请联系管理员删除By the end of this period, students will be able to1. talk about some magnificent ancient civilizations;2. practice their spoken English and participate in all the designed activities;3. develop their sense of culture protection;4. enlarge their vocabulary by learning some words about archaeology and other subject.Focus of the lesson:1. picture-talking2. finishing the tasks and having group competitionsPredicted area of difficulties:1. expressing their opinions about ancient civilizations2. memorizing words and phrases concerning civilizations and archaeology Learning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型 Reading (1)Learning objectives:By the end of this period, students will be able to1. grasp the main idea of the text;2. develop the ability of reading diary entries;3. talk about the topic of civilization in English.Focus of the lesson:1. having a thorough understanding of the article2. putting reading strategy into practical usePredicted area of difficultiesunderstanding the general idea of the articleLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型 Reading (2)Learning objectives:By the end of this period, students will be able to1. grasp the usage of some key words and phrases;2. understand the diary entries better;3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:the usage of some key words and phrasesPredicted area of difficultiesthe usage of the words and expressionsLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型Grammar and usageLearning objectives:By the end of this period, students will be able to1. grasp the rules of subject-verb agreement and the object complement;2. u se the compound sentences introduced by neither…nor…, either…or…, notonly …but also…;3. develop their ability of using the grammar rules to make correct sentences. Focus of the lesson:1. grasping the rules of object complement2. knowing clearly the rules of Subject-verb agreementPredicted area of difficultiesknowing clearly the rules of Subject-verb agreementLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除课型____TaskLearning objectives:By the end of this period, students will be able to1. enhance their overall abilities and improve their skills of listening, writing and talking;2. learn how to write an outline of a speech and how to host a talk about a historical event;3. choose and organize the information they have got and complete their products. Focus of the lesson:1. preparing for a talk.2. learning how to write an outline of a speech3. learning how to host a talk about a historical eventPredicted area of difficultiescombining the skills they have learned with realityLearning aids:1. PPT2. blackboardLearning procedures:课型____Project收集于网络，如有侵权请联系管理员删除Learning objectives:By the end of this period, students will be able to1. read and understand the text;2. get to know how to introduce someone important in history;3. learn how to make a good poster.Focus of the lesson:1. understanding the main idea of the two articles2. learning how to make a poster about a historical figure Predicted area of difficultiesmaking a poster about a historical figureLearning aids:1. PPT2. blackboardLearning procedures:收集于网络，如有侵权请联系管理员删除。
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。
牛津译林版高中英语模块三 Unit 3 Reading教学课件
the ruins of Loulan
the remains of buildings
The writers of diaries often record feelings or opinions (emotions) as well as what they have done (actions). Do the sentences below express emotions (E) or actions (A)? 1 I feel lucky to have won a place
Read the diary entries quickly and answer these questions. 1. What is one main similarity between Pompeii and Loulan? Both of them became lost civilization about 2,000 years ago. 2. What was Loulan buried beneath? It was buried beneath the sand.
Loulan--- the beautiful ghost of Luobupo [Luobu Lake]
Talk about two questions with your partners.
1. Can you name some buildings that could represent ancient civilizations in China?
Kingdom first? What did he find?
Sven Hedin, the European explorer. He discovered the ruins of buildings buried beneath the sand, together with a lot of treasures, including …
牛津英语模块三Unit3 Reading教学文稿
Destination Pompeii in 2. Italy
Loulan in China
Foundation In the 8th century BC About 2,000 years ago
Disappearance About 3.2,000 years ago From AD 200 to AD 400
So we call the ancient buildings, cultures and countries that no longer existed
“Lost civilizations”.
Back to the past Lost civilizations
Learning aims
Cause Volcano 4.eruption
5.Sandstorms
Discoverer A 6. farmer
Sven Hedin，an European explorer
The scene the author saw
Streets，houses and City walls，palaces，temples，
was buried
and a green land
Find the historical information about Pompeii.
பைடு நூலகம்
place
time
evevt
in the 8th century BC
It was founded.
Pompeii in 89 BC on 24th Aug. AD 79
Magnificent
attractive
mysterious
well-designed Similarities
高中译林牛津英语模块三Unit3教案(优选.)
最新文件---------------- 仅供参考--------------------已改成-----------word文本 --------------------- 方便更改Module3 Unit3教学设计课题 AWE M3 U3 主备人杨凡课时主备教案课型 Welcome + Word powerLearning objectives:By the end of this period, students will be able to1. talk about some magnificent ancient civilizations;2. practice their spoken English and participate in all the designed activities;3. develop their sense of culture protection;4. enlarge their vocabulary by learning some words about archaeology and other subject. Focus of the lesson:1. picture-talking2. finishing the tasks and having group competitionsPredicted area of difficulties:1. expressing their opinions about ancient civilizations2. memorizing words and phrases concerning civilizations and archaeologyLearning aids:1. PPT2. blackboardLearning procedures:Reading (1)Learning objectives:By the end of this period, students will be able to1. grasp the main idea of the text;2. develop the ability of reading diary entries;3. talk about the topic of civilization in English. Focus of the lesson:1. having a thorough understanding of the article2. putting reading strategy into practical use Predicted area of difficultiesunderstanding the general idea of the article Learning aids:1. PPT2. blackboardLearning procedures:课型 Reading (2)Learning objectives:By the end of this period, students will be able to1. grasp the usage of some key words and phrases;2. understand the diary entries better;3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:the usage of some key words and phrasesPredicted area of difficultiesthe usage of the words and expressionsLearning aids:1. PPT2. blackboardLearning procedures:课型Grammar and usageLearning objectives:By the end of this period, students will be able to1. grasp the rules of subject-verb agreement and the object complement;2. u se the compound sentences introduced by neither…nor…, either…or…, not only…but also…;3. develop their ability of using the grammar rules to make correct sentences.Focus of the lesson:1. grasping the rules of object complement2. knowing clearly the rules of Subject-verb agreementPredicted area of difficultiesknowing clearly the rules of Subject-verb agreementLearning aids:1. PPT2. blackboardLearning procedures:课型____TaskLearning objectives:By the end of this period, students will be able to1. enhance their overall abilities and improve their skills of listening, writing and talking;2. learn how to write an outline of a speech and how to host a talk about a historical event;3. choose and organize the information they have got and complete their products.Focus of the lesson:1. preparing for a talk.2. learning how to write an outline of a speech3. learning how to host a talk about a historical eventPredicted area of difficultiescombining the skills they have learned with realityLearning aids:1. PPT2. blackboardLearning procedures:课型____ProjectLearning objectives:By the end of this period, students will be able to1. read and understand the text;2. get to know how to introduce someone important in history;3. learn how to make a good poster.Focus of the lesson:1. understanding the main idea of the two articles2. learning how to make a poster about a historical figure Predicted area of difficultiesmaking a poster about a historical figureLearning aids:1. PPT2. blackboardLearning procedures:最新文件---------------- 仅供参考--------------------已改成-----------word文本 --------------------- 方便更改赠人玫瑰，手留余香。
牛津译林版高中英语模块3 Unit 3 Reading 教学设计
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 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 ？ Canyou 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 and opinions 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 an。
高中译林牛津英语模块三Unit3教案
M o d u l e 3U n i t 3教课方案课题AWE M3U3主备人杨凡项目目标要求话题Back to the pastNatural and fluent pronunciation and 语音intonationcivilization,lecture,found,volcano,erupt,ash,pour,decorate,flee,researcher,disaster,destroy,commercial,wealthy,gradually,sandstorm, scholar, cultural, institute,语言知识ruin,remains,beneath,material,词汇document,explode,nearby,extreme,wooden,leather,expression,audience,ceremony, declare,educate, sailor,vast,glory, philosophy, salary, aware, basis,court, corrupt, trial, judge, poisontake over,in memoryof, no doubt, rise upagainst, stand in one’s path, come downwith1. Object complement语法 2. Either or and neither nor3. Subject-verb agreementTalking about lost civilizations and 功能historical figuresBy the end of the unit, students will be able tolisten to the information for giving a听talkdiscuss the history of Romeand give a talk 说语言技术about a historical eventread diary entries about lost 读civilizations and articles about twohistorical figures写 make a poster about a historical figureStudents are encouraged to know more about some感情态度ancient civilizations and historical figuresStudents know how to introduce historical eventsand figuresStudents know the significance of protecting thecultural relicsDiscussion and group work,co-operation with 学习策略others,expanding vocabulary related to archaeology.课时主备教课方案课型 Welcome + Word powerLearning objectives:By the end of this period, students will be able to1.talk about some magnificent ancient civilizations;2.practice their spoken English and participate in allthe designed activities;3.develop their sense of culture protection;4.enlarge their vocabulary by learning some words about archaeology and other subject.Focus of the lesson:1.picture-talking2.finishing the tasks and having groupcompetitions Predicted area of difficulties:1. expressing their opinions about ancient civilizations2. memorizing words and phrases concerning civilizations and archaeologyLearning aids:1.PPT2.blackboardLearning procedures:PROCEDURE CONTENTS二次备课1. Daily report2.Free talk about ancientcivilizations:Can you name someLead in ancient civilizations? What are(ppt1-4 )the four great ancientcivilizations?3.Have students discuss whatcivilization is aboutWelcome to 1. Read information about thethe unit (p following ancient5-17)civilizations:The Statue of Zeus;The TajMahal; The city of Pompeii; ThePotala Palace2.Task one: Fill in the forms.3.Discussion:Do you think it isimportant to protect culturalheritage?Do you have anysuggestions on how to protectit ?1.Task two and UNESCOWorldHeritage2.Words related to archaeology Word power3.Task three:What would you (p18-25)take with you to the tomb? Andwhat are these items used for?4.Exercise: Part B on P47Thinking List as many words as possible and related to the subject (at least discussing ten).(p26-27)1. Finish workbook exercise. Homework2. Introduce one of the World(p28)Heritage Sites you know to theclass.课型 Reading (1)Learning objectives:By the end of this period, students will be able to1.grasp the main idea of the text;2.develop the ability of reading diary entries;3.talk about the topic of civilization in English. Focus of the lesson:1.having a thorough understanding of the article2.putting reading strategy into practical use Predicted area of difficulties understandingthe general idea of the article Learning aids:1.PPT2.blackboardLearning procedures:PROCEDURES CONTENT1. Daily report2.Lead in:Talk about bothsimilarities and differencesWarming up between Italy and China(p1-6) 3.Introduce lost civilizations:Pompeii and Loulan4. A video about Pompeii(optional)二次备课1.Summarize the main idea ofeach diaryReadingstrategy (p7-9)2. Draw students ’ attention to reading strategy and make surethat students know the key elements in a story.1. Fill in the formsReading2. Finish reading questions on ComprehensioP44n(p10-32)3. Group competitionCompare the two lostConsolidatiocivilizations by tellingn (p33-35)similarities and differences.Discussion: What would you likePost-reading to show to the aliens about our(p36-37)human civilizations if they cameto our earth? Why?1. Finish part D1, D2 and E.Homework2. Read the text and underline(p38)some key phrases in the text.课型 Reading (2)Learning objectives:By the end of this period, students will be able to1.grasp the usage of some key words and phrases;2.understand the diary entries better;in relevant 3. use the key words and phrases correctlyexercises.Focus of the lesson:the usage of some key words and phrasesPredicted area of difficultiesthe usage of the words and expressions Learning aids:1. PPT2. blackboardLearning procedures:PROCEDURES CONTENT1. Daily report2. Revision: Review the contentRevisionof the text by retellingdiaries1. civilization2. arrange3. take overLanguage4. alive the二次备课pointsteaching5. bury6. so was the city (p1-32)7. turn out8. remains/ruins9. imagine10. together withUseful 1. Learn some phrases by heartexpressions 2. Make up a story with some of(p33-35)the language items.1.Review the new words andphrases and keep them in mind.Homework(p3 2.Finish the exercises in6)workbook.3.Write a story using some of thelanguage items.Grammar and usageLearning objectives:By the end of this period, students will be able to1.grasp the rules of subject-verb agreement and the object complement;2. u se the compound sentences introduced by neither nor ,either or , not only but also;3.develop their ability of using the grammar rules tomake correct sentences.Focus of the lesson:1.grasping the rules of object complement2.knowing clearly the rules of Subject-verb agreementPredicted area of difficultiesknowing clearly the rules of Subject-verbagreement Learning aids:1.PPT2.blackboardLearning procedures:PROCEDURE CONTENT1. Daily report2. Do some warm-up exercise to get二次备课Warming upstudents interested in thelesson.1.Show students the concept ofobjectcomplement and itsObjectpattern: verb + object + objectcomplementSubject-ver complement.2. Finish exercise on P481.Introduce Subject-verbb agreement agreement.(p1-30) 2.Get students to understand somerules of Subject-verb agreement. Exercise1.Have students finish theexercise on PPT.(Group (Groupcompetition)competition) (p31-40) Homework(p41)2. Check answers with them to know how they are getting alongFinish part A and B on P51.课型 ____TaskLearning objectives:By the end of this period, students will be able to1.enhance their overall abilities and improve their skillsof listening, writing and talking;2.learn how to write an outline of a speech and how tohost a talk about a historical event;3. c hoose and organize the information they have got and complete their products.Focus of the lesson:1.preparing for a talk.2.learning how to write an outline of a speech3.learning how to host a talk about a historicalevent Predicted area of difficultiescombining the skills they have learned with realityLearning aids:1.PPT2.blackboardLearning procedures:PROCEDURE CONTENT二次备课1. Daily reportWarming up2. Free talk about historicaland lead inevents1. Listening exercise: listeningSkillsfor the main ideasbuilding12.Step1:Finding useful(p1-12)expressionsSkills 1. Describe picturesbuilding 2 2. Step 2: writing descriptions(p13-23)for your picturesSkills 1.Plan an outline for a speechbuilding 3 2.Advice on making a speech(p24-30) 3.Step 3: giving your talkPresentatio Give the talk first in group thenn of Step 3in class(p31)1.Finish workbook exercise.Homework2.Prepare some illustrations(p32)about historic events.课型 ____ProjectLearning objectives:By the end of this period, students will be able to1. read and understand the text;2. get to know how to introduce someone important in history;3.learn how to make a good poster.Focus of the lesson:1.understanding the main idea of the two articles2.learning how to make a poster about a historical figure Predicted area of difficultiesmaking a poster about a historical figureLearning aids:1.PPT2.blackboardLearning procedures:PROCEDURES CONTENTS二次备课1.Daily report2.Discussion:Who is theWarming uphistorical figure you mostand lead inadmire? Why?(p1-4)3.Show students some posters:What makes up a good poster1.Enjoy a short video aboutListeningAlexander the Great(p5-7)2.Finish some choices1. Task 1: summarize the mainTask-basedidea of the paragraphreading2. Task 2: raise at least 3(p8-21)questions related to the contentof the paragraph3.Fill in the blanks4.Do some reading exerciseabout: The father of WesternphilosophyLanguage 1.Learn some words and phrases Learning 2. Exercise(p22-23)Making a Making a poster (Group work) poster(p24)1. Finish the workbook exercise.2.Review words and phrases in Homeworkthis unit.(p25)3.Presentation of posters ofother historical figures.。
牛津高中英语模块3 Unit3 Reading教案
ReadingTeaching objectives:1.To reinforce students’ comprehension of the text and improve their other skills by participating in all the activities.2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.3.To enable students to master the reading strategy and become more competent in reading articles related to science.Teaching focus and difficulties:1. Students can work out the meaning of difficult or unfamiliar scientific terms withreading strategy.2. Students can hold their own opinions on the base of reading the article.Teaching aids:The multimediaBrief teaching procedures:Step1 Lead- inCheck the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.Step2 Reading strategyGet students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.Step3 First reading—Main ideaAsk students to refer to the reading passage and find out the main idea.(The reading passage is made up of a newspaper article about cloning and two readers’ letters. We will be given information about how cloning is being researched and the different attitudes towards it.)Step4 Second reading—Understanding scientific termsAsk students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)Step5 Third reading—Detailed informationAsk students to read only the article carefully, and finish the following exercises:1. What are the different attitudes towards the success of cloning a human embryo?On the one hand (valuable tissues and organs can be produced and be used to savehuman lives)On the other hand (human beings may be on the way to producing a real-lifemonster)Some people consider that (cloning human embryos with the intention to destroythem shows no respect for human life.)2. Who are the persons in the article related to cloning?Ask students to read the two letters carefully, and judge whether the statements are true or false:Pauline Carter thinks:1. the nature will pay back if we interfere with nature. ( T )2. we should clone fewer babies to reduce Earth’s population. ( F )3. the lady who cannot have a baby can adopt an orphan, but not have a clonedbaby. ( T )Coline Jake thinks:1. the news that the first human embryo has be cloned successfully is very terrible.( F )2. scientists have succeeded in challenging questions of morality. ( F )3. human cloning is a good way to save her daughter who has died. ( F )Step6 Further discussionUnderstanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a ‘cloned’ human being?3. What would the person that had the original cell feel about the cloned baby?4. Think about the relationship between the title of the unit Science versus nature and cloning technology.Step7 HomeworkThink about the difficult scientific terms underlined before up on the text learning。