牛津高中英语模块三第三单元reading说课稿

Unit 3 Back to the pastReading Lost civilizationsGood afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The lecture I choose to illustrate is unit 3, the reading part: Lost civilizations. During my teaching, I will focu s on students’ long-term development and enable them to use proper reading skills and strategies. I’ll try my best to get my class alive and encourage the students to talk with each other in English.As for the article 'Lost civilizations', it is about a cultural tour to sites of lost civilizations. The reading text is made up of five travel diaries written by a student about her travel experience in Pompeii and Loulan. Students are expected to gain some information about ancient civilizations, and to practice and strengthen 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.Part 1 Teaching aims:1.Make sure that student understand the text.2.Help the students develop the ability of reading diary entries.3.Enable the students to talk about the topic of civilization in English.Part 2 Difficult points1.Let students learn how to improve their reading ability and ask them to retell the general ideaof the text.2.How to grasp the usage of important words and phrases.Part 3 Teaching procedures:Step 1 Lead-inI will begin the lesson by showing pictures of some civilizations, such as the Statue of Zeus, the Taj Mahal, the city of Pompeii and the Potala Palace.Then I will ask some students to answer the following questions.(1)Who can give a definition on ‘civilization’?——It’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, including architecture, art, literature, thought, religion and so on.(2)Good. Now who can give a definition on ‘lost civilization’?——It means ancient buildings, cultures and countries that no longer exist now.(3)Can you list some other civilizations that you know?——The Cotta soldiers and horses in Chin tomb, pyramidSo we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; Pompeii and Loulan. 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, you must have noticed that there are many dates and place names, Why? —— Yes, because they ’re diary entries.But how do we read diary entries? We can turn to page 43 to find the strategies.Later in our reading, let ’s pay attention to these points. Now, come back to the passage again. Step 3 Reading & ListeningFor this part I will give you three tasks:Task 1: Ask the students to read the first diary entry after the tape, and find out the route of their trip.Task 2 ：Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。

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。

高中牛津英语第三模块unit 3 Back to the past说课稿
一、说学生
 本堂课的教学对象高一学生。

经过第一学期的学习，他们已初步适应了高中的英语学习。

本课是在第二学期的上半学期进行。

学生比较活跃，课堂参与较积极。

 二、说教材
 1.《LostCivilizations》是高中牛津英语课本第三模块的第三单元Backtothepast的阅读课内容。

 本节是在学习了Welcometotheunit之后编排的。

通过本节课的学习，既可以对的知识进一步巩固和深化，又可以为后面学习Task---Givingatalkaboutahistoricalevent和Project---Creatinganillustratedtimechart打下基础.
 2.根据《教学大纲》的要求和学生已有的知识基础和认知能力，确定以下教学目标：
 （1）知识目标：能够用英语谈论有关失落的文明的有关话题。

 （2）能力目标：能够掌握如何阅读游记日记的阅读策略；能够小组合作，开展有关楼兰和庞贝的访谈。

 （3）德育目标：能够让学生理解保护古代文明的意义。

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。

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。

Reading 部分讲课稿Book 1 Unit1Good morning,ladies and gentlemen. Today I’ m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is Reading part of Unit 1, School Life in the UK , taken from the Advancewith English, Student ’Books 1. My representation is made up of six parts：analysisof the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is a reading passageabout an exchange student's school life in the UK. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.By studying thispassege, Ss can improve their reading ability, learn more aboutschool life in the UKand the reading strategy of skimming and scanning. At the same time, we should get the students to understand some difficult se ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.Teaching aims:1. Knowledge aim:(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the passege, talk aboutschool life inthe UK and get their own idea about school life.2.Ability aim:(1)To develop the Ss’ abilities of listening, speaking, reading and writing(2)To improve the student ’readings ability, especially their skimming andscanning ability.(3) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotional aim:Make the Sslove school life.Teaching important points:How to understand the text better.Teaching difficult points:e your own words to retell the text.2.Discuss the school life in different countries.Part 2 Analysis of the students:1. The Ss have known something aboutthe school life in different countries throughthe Internet and other ways.2.They are lack of vocabulary.3.They don ’ t often use English to express themselves and communicate with others.4.Some Ss are not active in the class because they are afraid of making mistakes.Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I ’ ll do my best to carry out the following theories: Ma ke the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receivesome moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTask-approach teaching methodTeaching aids:1.a projector2.a tape recorder3.multimedia4.the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking,reading and writing, especially reading ability.The entire steps are: Revision, Lead-in, Fast reading（skimming and scanning） , Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 Lead-in:Show some pictures and movies about school life in the UKAsk students to present the information they have collected beforeAsk them to discuss the differences and to try to think of the reasons.Purpose: Arouse the students’ interest of study.Step 2 Fast reading（ skimming and scanning）Ask students to go through the article as quickly as possible and to try to finish PartA and CInform them to only focus on and identify the information needed.Purpose: Improve the students’ fast reading ability.Step 3 ListeningPlay the tape recorder and ask them to finish Part C,Purpose: Train the Ss’ listening ability and prepare for later exercises.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard) On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodIt is also called depth reading or study reading. It means reading for detailed informati on.Purpose: Further understand the text（Train further reading ability ）to find out some different sentences and details of the text.Step 5 Preparation for details of the text on the screenHave students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verbF. as ⋯ as⋯ (20)G. for free(29)H. miss(42): verbPurpose: Train the Ss’ ability of understanding and using laguage.Step 6 Reading Strategy on P3牛津高中英语全英文讲课稿Reading部份Tell them that skimming is to look at the titles and headlines, the first and last sentencesof paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.Step 7 Consolidation1.Find out the topic sentences.2.Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What ’ s more, I want to let them have the bility of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they canret ell it easily.Step 8 Discussion/PracticeAsk students do an activity: Interview Wei HuaPurpose: help students improve their imagination.Step 9 HomeworkWrite an acticle about the differences of school life betwween UK and China.Part 5 blackboard designReading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua ’ s feeling and progressLanguage Points:A. experience(line 2): countable noun C. way(9)E. sound(11): linking verb B. attend(6)D. earn(10)F. as⋯as⋯ (20)牛津高中英语全英文讲课稿Reading部份G. for free(29)H. miss(42): verb。

高中译林牛津英语模块三Unit3教课方案高中译林牛津英语模块三 Unit3 教课方案Module3 Unit3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 语音pronunciation and intonationcivilization,lecture,found,volcano,erupt,ash,pour,decorate,flee,researcher,disaster,destroy,commercial,语言知wealthy,gradually,sandstorm,识scholar, cultural, institute, ruin,词汇remains,beneath,material,document,explode,nearby,extreme,wooden,leather,expression, audience, ceremony,declare,educate,sailor,vast,glory, philosophy, salary, aware,2言技能basis, court, corrupt, trial, judge,poisontake over, in memory of, nodoubt, rise up against, stand inone’s path, come down with 1.Object complement法 2. Either ⋯or ⋯and neither ⋯nor ⋯3.Subject-verb agreementTalking about lost civilizations功能and historical figuresBy the end of the unit, students willbe able tolisten to the information for 听giving a talkdiscuss the history of Rome and give a talk about a historicaleventread diary entries about lost3civilizations and articles abouttwo historical figuresmake a poster about a historical 写figureStudents are encouraged to know moreabout some ancient civilizations andhistorical figures感情态how to introduce Students know度historical events and figuresStudents know the significance ofprotecting the cultural relicsDiscussion and group work,学习策with others,expanding co-operation略vocabulary related to archaeology.课时主备教课方案课型Welcome + Word powerLearning objectives:4By the end of this period, students will beable to1.talk about some magnificent ancient civilizations;2.practice their spoken English andparticipate 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:51.PPT2.blackboardLearning procedures:PROCE CONTENTS二次备课DURE1. Daily report2.Free talk about ancientcivilizations:Can youLead in name some ancient civilizations?What are(ppt1-4 )the four great ancientcivilizations?3.Have students discusswhat civilization is aboutWelcome1.Read informationto the about the followingunit (p ancient civilizations:5-17)The Statue of Zeus; The6Taj Mahal; The city ofPompeii;The PotalaPalace2.Task one: Fill in theforms.3.Discussion: Do youthink it is important toprotect cultural heritage?Do you have anysuggestions on how toprotect it ?1.Task two andUNESCO WorldHeritageWord2. Words related topowerarchaeology(p18-25)3.Task three: Whatwould you take with youto the tomb? And what7are these items used for?4.Exercise: Part B onP47Thinking List as many words asand possible related to thediscussin subject (at least ten).g(p26-27)1.Finish workbookexercise.Homewo2. Introduce one of therk (p28)World Heritage Sites youknow to the class.课型 Reading (1)Learning objectives:By the end of this period, students will beable to1.grasp the main idea of the text;2.develop the ability of reading diary entries;83. 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:PROCED CONTENT二次备课URES1. Daily report2.Lead in: Talk aboutWarmingsimilarities andbothup (p1-6)differences between Italyand China93.Introduce lostcivilizations:Pompeiiand Loulan4.A video about Pompeii(optional)1.Summarize the mainidea of each diaryReading 2.Draw students’strategy attention to reading(p7-9)strategy and make surethat students know thekey elements in a story.Reading 1.Fill in the formsCompreh 2.Finish readingension(p1questions on P440-32) 3.Group competitionConsolida Compare the two losttion civilizations by telling(p33-35)similarities and10differences.Discussion: What wouldPost-read you like to show to theing aliens about our human (p36-37) civilizations if they cameto our earth? Why?1.Finish part D1, D2and E.Homewor2. R ead the text andk (p38)underline some keyphrases 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;e the key words and phrases correctly in relevant exercises.Focus of the lesson:the usage of some key words and phrases Predicted area of difficultiesthe usage of the words andexpressions Learning aids:1.PPT2.blackboardLearning procedures:PROCE CONTENT二次备课DURES1. Daily reportRevision 2. Revision: Review the content of the text by retelling the diariesLanguag 1. civilizatione points 2. arrange teaching 3. take over(p1-32) 4. alive5. bury6. so was the city7. turn out8. remains/ruins9. imagine10. together withUseful 1. Learn some phrases by heartexpressio2. Make up a story withnssome of the language (p33-35)items.1. Review the new wordsHomewo and phrases and keep them in mind.rk(p36)2.Finish the exercises inworkbook.3. Write a story usingsome of the languageitems.型 Grammar and usageLearning objectives:By the end of this period, students will beable to1.grasp the rules of subject-verb agreement and the object complement;e the compound sentences introduced byneither ⋯ nor ⋯ , either ⋯ or ⋯ , not only ⋯ butalso ⋯;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:PROCE CONTENT二次备课DURE1. Daily reportWarmin 2.Do some warm-upg up exercise to get studentsinterested in the lesson.Object 1.Show students the complem concept of objectent complement and itspattern: verb + object +object complement.2. Finish exercise on P48 Subject- 1. Introduce Subject-verb verb agreement.agreeme 2.Get students to nt understand some rules of (p1-30)Subject-verb agreement.Exercise 1.Have students finish the exercise on PPT.(Group(Group competition) competit2.Check answers withion)them to know how they (p31-40)are getting along Homewo Finish part A and B onrk (p41)P51.课型 ____TaskLearning objectives:By the end of this period, students will beable 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:PROCE CONTENT二次备课DUREWarmin 1.Daily reportg up and 2.Free talk aboutlead in historical events1.Listening exercise:Skills listening for the mainbuilding ideas1 (p1-12)2.Step1:Finding usefulexpressionsSkills 1.Describe picturesbuilding 2.Step2:writing2descriptions for your(p13-23)picturesSkills 1.Plan an outline for abuilding speech3 2. Advice on making a (p24-30) speech3. Step 3: giving your talk Presenta Give the talk first intion of group then in classStep 3(p31)1.Finish workbookexercise.Homewo2.Prepare somerk (p32)illustrations about historicevents.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 figurePredicted area of difficultiesmaking a poster about a historical figure Learning aids:1.PPT2.blackboardLearning procedures:PROCE CONTENTS二次备课DURESWarmin 1.Daily reportg up 2.Discussion: Who is theand lead historical figure you in (p1-4)most admire? Why?3. Show students someposters: What makes upa good poster1.Enjoy a short video Listenin about Alexander theg (p5-7)Great2.Finish some choices1.Task 1: summarize themain idea of theparagraphTask-bas2.Task 2: raise at least 3 ed questions related to the reading content of the paragraph (p8-21) 3.Fill in the blanks4.Do some readingexercise about:Thefather of WesternphilosophyLanguag 1.Learn some words ande phrasesLearning 2. Exercise(p22-23)Making Making a poster (Group a poster work)(p24)1.Finish the workbookexercise.Homewo 2.Review words and rk (p25) phrases in this unit.3.Presentation of postersof other historical figures.。