M3Unit3BacktothepastReading(1).doc

海门实验学校个性化备课专用纸年级组别高一英语备课组授课人施姚飞授课时间2015-3-3课 题M3 Unit3 Reading(1) 第1课时课 型新授课 课标要求掌握文章大意，提高阅读能力教学目标知识与能力1. Enable the students to get the main point of the article2. Improve reading abilities of students.过程与方法Self-study, comparative analytical method, inductive method and cooperative learning are adopted in teaching process.情感、态度与价值观To develop a helpful attitude towards the disabled man .教学重点 Enable the students to get the main point of the article.教学难点 Improve reading abilities of students.教学方法Task-based language teaching and discussion teaching method教学程序设计教学过程及方法环节一 明标自学过程设计二次备课Teaching objectives: 1. Enable the students to get the main point of the diary entries.2. Improve reading abilities of students.Step1. Lead inWarm-up questions:1. Can you name some buildings that could represent ancient civilization in China?2. Have you ever been to these places? If so, can you tell us more about them?Step2 Self-studySelf- study 1 Reading strategy -how to read diary entriesWhen you are reading diary entries recording someones travels, you should look for:1 Dates and place names2 Facts and historical information3 Personal feelings and opinionsSelf- study 2 fast-readingPlease read the article quickly and answer these questions.1. Where are Pompeii and Loulan?Pompeii is in Italy and Loulan is in Xinjiang province, China.2. What is one main similarity between the two cities?Both of them became lost civilizations long ago.3. What was Loulan buried beneath?It was buried beneath the sand.Supplementary reading:Activity: find more about Loulan（见讲义P3）教学过程及方法环节二 合作释疑 环节三 点拨拓展（备注：合作释疑和点拨拓展可以按照顺序先后进行，也可以根据教学设计交叉进行设计）过程设计二次备课Step 3 CooperationDetailed- reading Lets listen to the tape and read the diary entries carefully to fill in the chart.Task 1 Fill in the chart.Date Arrangements15 July In Italy16 July attended a lecture about Pompeii17 July saw the ancient Roman city of Pompeii24 July arrived in Loulan25 Julyknew some information about Loulan from a scholar, Professor ZhangTask 2Read the diary entries again carefully and answer the following questions . C11. What happened to Pompeii in August AD 79?2. How was Pompeii discovered?3. What were the stepping stones along the road in Pompeii used for? 4. Why was Loulan an important city about 2,000 years ago? 5. According to the last sentence, how did the author feel about the loss of Loulan?Task 3:C2 . 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)? Circle your answers.1. I feel lucky to have won a place on this trip.(E)2. This morning we attended a lecture about Pompeii.(A)3. Many people were buried alive, and so was the city.(A)4. How amazing!(E)5. People started to dig in the area for treasure. (A)6. When I walked around the city, I saw streets just as they had been. (A)7. I am so excited to be here! (E)8. Sven found the remains of buildings buried beneath the sand. (A)Discussion:Do you think it important to protect cultural heritage?Give your suggestion.教学过程及方法环节四 当堂检测二次备课Step 4 self-assessmentWork in pairs or groups. Fill in the blanks according to the text.Both Pompeii in _ and Loulan in China became _ _ long ago. Pompeii was _ in the 8th century BC and was _ _ by the Romans in 89BC. On 24 August AD79, the volcano near the city _ and the city was _ _. Then the city was _ for many years _ the 18th century when a _ discovered a stone _ _ on it. People started to _ in the area _ treasure, _ ( _ _ / _ _ ) much damage. Loulan, a _ city, was a _ _ on the Silk Road. It disappeared under the _. There are just a few _ left. Some _, such as coins and _ pots, were found.1. Retell the main idea of these five diary entries.2. If you were the official of the Loulan kingdom, whether you would advise the king to stop cutting trees?课堂小结1. the main points. 2. the supporting details.课后作业1 Read the passage carefully and review the new words and phrases.2 Make a summary of the text.板书设计1. the main points.2. the supporting details.课后反思首先，教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识升华到深层理解。引入部分