牛津高中英语模块三第三单元reading教学案例.doc

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, religionWho can give a definition on civilization?Its about a society, its culture 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 wordlost?It means something doesnt exist any more.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 ArtemisSo we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; theyre 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 theyre diary entries.How do we read diary entries? What should we look for?Later in our reading, lets 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: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 its 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。Step 3 Reading & ListeningTask 1: Ask the students to read the first diary entry after the tape, and find out the route of their trip.【设计说明】通过听录音朗读课文，找出旅行路线，对文章进行进一步的理解。Task 2 ：Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。1. What happened to Pompeii on 24 August AD 79?Mount Vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. Many people in Pompeii were buried alive, and so was the city.2. How was the buried city discovered?It was discovered in the 18th century when a farmer discovered a stone with writing on it. People started to dig in the area.3. What were the stepping stones along the road in Pompeii used for?With the stones, people did not have to step in the mud on rainy days.4.What happened soon after the ruins of Pompeii was found?People started to dig in the area for treasure, which caused much damage.Fill in the form according to the text.Maybe its hard for us to imagine how the peaceful volcano destroyed the whole city. Now Id like to play a short video to make sure youll get a vivid impression on the disaster.Free talk:Can you imagine how people felt at their last glance at their cities?【设计说明】通过问答，填表确保学生理解掌握课文。通过Free talk让学生自由发表观点，面临着城市的灭亡和生命的终止，人们的内心会有哪些想法，人们会怎样挣扎。Task 3: Read the diary entries Day 10 and Day 11, and finish the exercises about Loulan.5. Why was Loulan an important city about 2,000 years ago?Because it was a stopping point on the famous Silk Road between the East and the West.6. How do many people think Loulan disappeared?It was gradually covered over by sandstorms from AD 200 to AD 400.7. According to the last sentence, how did the author feel about the loss of Loulan?She felt that it was a pity!Step 4 Conclusion & consolidationCompare the two cities; let the students fill in the form. Consolidation:Fill in the blanks 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 many people were _ _. Then the city was _ for many years _ the 18th century when a _ found some stone _ _ on it. People started to _ in the area _ treasure, _ ( _ _ / _ _ ) much damage. Today, everything is kept as it was before, streets with _ stones along the road so you dont have to _ in the mud _ rainy days. The bodies _ _ and _, leaving empty spaces in the _. Loulan, a _ city, was a _ _ on the Silk Road. It disappeared under the _. There are just a few _ left. Some _, including coins and _ pots, were found. There are also material such as silk, _ and wall _.Keys: Italy; lost civilizations; founded; taken over; erupted; buried alive; forgotten; until; farmer; with writing; dig for; causing(resulting in/leading to); stepping; step on; broken down; disappeared; ash; commercial; stopping point; sand; ruins; treasures; painted; documents; paintings.【设计说明】通过对庞贝和楼兰的对比巩固文章内容，缺词填空则使学生对文章的细节，小至单词，词组等，有更细致的掌握。填写完之后，学生基本可以将文章大致内容复述出来。Step 5 DiscussionDiscussion (1):What caused the city of Loulan to disappear?How can we avoid such tragedy（悲剧） happening again?Discussion (2):What happened to Japan on March 11th, 2011 ?Facing the disaster, what have people been doing nowadays? Sample answers:A terrible earthquake hit Japan. The earthquake also brought tsunami which washed away all the coast area. Therere many people killed in the disaster. Many people have lost family and friends. However, the survivors are very strong. Theyre not crying by themselves but helping others in need. They are respectable.After the earthquake, the further challenge Japan faces in the long term is recovering. And Japan also gets international support from other countries. I think people all over the world should help the survivors. We Chinese people should forget the bad things in the past and help them to live better. Thats what civilizes people do.Further question:Is it useful for people to study things from the past? Why or why not?Sample answers:From my point of view, it is useful for people to study things from the past because knowledge can be transferred and accumulated from generation to generation. People in the past have created magnificent civilizations that no longer exist. It would be a much better world if we had retained all their knowledge.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 learn from our past failure.【设计说明】从课文主题展开讨论，深化文章内涵，促使学生真正运用语言进行思想交流，提升学生的情感态度，关注人与自然的和谐相处，不能一味地追求经济的发展，却以牺牲环境为前提。再之，引入当前日本地震牵动全球的话题，使学生意识到，因为人类破坏环境而导致的悲剧仍然在上演，激起大家的共同反思。同时，在灾难面前，全世界各国人民都应该互相帮助，作为文明社会的中国人，我们更应不计前嫌，伸出援助之手。Step 6 AssignmentsFrom the topic of the discussion ask students to think of the importance of protecting the civilizations? Why? Write a short passage about 120 words.【设计说明】通过讨论的话题引申出保护人类文明的重要性，启发学生思考，从课文内容向人文层面的提升，同时也激励学生树立正确积极的人生观与价值观。【课后反思】Advantages:1内容设计难度合理，生动有趣，使学生能够充分地、深入地、积极地参与到课堂教学的实践中。在内容的安排上，采用由知识输入到技能操练到深入的人文思考这样一个台阶式上升的模式，帮助学生在学习知识的同时，树立起正确的人生价值取向，关注人与人的交流、人与自然的和谐相处。在问题的设计上，力图提高学生的参与热情，同时留给学生充分的思考空间，而不是简单地做出正误的判断。在这堂课的内容安排上时刻注意调动学生参与的热情，激发学生的主动性思维。2文化背景知识的输入及人文的关怀。新课标突出了文化意识的要求，同时，也明确提出“高中英语课程关注学生情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力， 增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。”所以在本单元人类文明这一主题之