湖南省新田县第一中学高中英语《U3Reading》教案（1） 牛津版必修3.doc

牛津高中英语教学设计 内容：必修模块3 unit3板块：reading lost civilizations 教材：牛津高中英语 模块3文档内容： 教学设计-教案单元： unit3板块： reading i教材分析：本课的教学内容是牛津高中英语模块三，第三单元的阅读课文-lost civilizations。本课主要是关于一名加拿大学生记叙的在意大利的庞贝和中国的楼兰两地的旅行见闻及感受。而本课却又采取日记的形式，自然给读者一种身临其境的感觉，进而让读者更好的了解我们的失落的文明及其原因。学情分析：由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并比较它们之间的区别。通过阅读，达到对学生阅读能力的训练，让学生更好地理解课文。通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。但由于此部分内容中出现的时间、地点等生僻词过多，因此，在课前，我教他们读了一下，让他们能自行阅读课文，这样在学习课文时，就容易理解。teaching aims：1. enable students to grasp the words about civilizations.2. develop their creative, comprehensive and consolidating abilities.teaching difficult and important points:1. understand the lost civilizations better.2. develop their reading abilities.教学设计总体思路本课的教学设计可以分为导入、呈现主题、快速阅读、阅读理解、阅读策略、家庭作业等几部分。各部分以人类文明这一主线贯穿起来。使整个教学过程环环相扣，主题分明。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，重点训练学生的阅读技巧，在培养阅读能力的同时兼顾其它能力的培养，并最终提高学生英语语言综合运用的能力。在教学中采用多媒体等教学辅助手段，力求以最直观的方式，使学生感受古代文明的魅力。在教学活动中，通过小组讨论等多种方式激发学生兴趣，启迪思维。teaching process：step1 lead-in（设计说明教师利用多媒体播放庞贝的图画，使学生对这一人类古代文明产生直观的感性认识。并利用地图告知学生庞贝的地理位置，调动学生的学习兴趣。 （设计说明通过谈论和看录象(2分43秒)，让学生了解古代文明知识，同时介绍什么是失落的文明以及引出楼兰和圆明园，把学生很自然地引入到新课中，同时激发了他们学习课文内容的兴趣，让学生了解更多有关失落的文明的信息。step2 presentationhave the students listen to the reading passage and answer some questions.1. where are pompeii and loulan?2. what is one main similarity between the two cities?3. what was loulan buried beneath?（设计说明通过听来锻炼他们的听力，并在与学生的互动中，使他们初步对课文的体裁和内容有所了解。step3 reading strategy: reading diary entrieswhen you are reading diary entries recording someones travels, you should look for:(1)_(2)_(3)_（设计说明借助于阅读技巧让学生学会如何阅读旅游日记类的文章，熟悉此类文体的一些基本特点，掌握阅读技巧，也为后面的阅读做准备。step4 reading comprehensiondo careful reading and fill in two forms. 2) do careful reading and answer some questions:1. 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? 来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.(答案见课件)（设计说明让学生带着问题细读文章，加深对课文细节的理解，提高学生获取信息和处理信息的能力。同时全面提高学生的英语阅读理解能力，并通过了解作者在旅途中的情感起伏，激起学生的共鸣，从而意识到自然灾害的破坏性和环境保护的重要性，实现了本文的情感目标。step5 consolidationfill in the blanks with proper words.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.(答案见课件)（设计说明此部分可以让学生对阅读部分进行巩固，检测学生对课文信息捕获的情况。而且也与高考的阅读填空相关，可以培养学生在这方面的解题技巧与能力。step6 creative discussionsome people think that it is important to preserve old buildings and archaeological sites, while others think that the money and time should be used to help the poor. whats your opinion?pro-know about the history learn about past culture develop tourism .anti-helping the poor is more important. spend money on feeding, clothing, housing the poor.the present matters more than the past.people are more important than old buildings that have disappeared.(设计说明)以 pompeii 和 loulan作为失落的文明为背