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教学设计--教案教材：牛津高中英语(模块四)高一下学期文档内容：教学设计—教案单元：Unit 3 Tomorrow’s world板块：Word power作者：鲁静课堂设计指导思想：本节课是以读、写为主的词汇教学课。
内容包括用名词或动词加上后缀构成抽象名词，以及与电脑相关的词汇等。
学习一定的构词法知识，可以有效地拓展学生的词汇量。
通过构词法教授词汇，不仅可以使学生利用较少的时间掌握较多的词汇，而且还可以使学生通过对词缀的了解来猜测词义，从而扩大词汇量。
本课主要通过引导学生自行归纳抽象名词的构成规律的方法进行教学，不仅有助于增加学生的词汇量，而且可以使学生初步形成自己的词汇认知策略，学会根据词根及后缀来猜测词义。
Teaching aims:1.Learn how to form abstract nouns from verbs and adjectives by adding suffixes.2.Learn some words related to computers.3.Expand related vocabulary and apply them practically.Teaching procedures:Step 1 Revision（PPT page 2，显示表格，更多的例子可补充在黑板上）Help students revise the common suffix used to form adjectives learnt in Unit 1 using the following chart and ask students to give more examples.【设计说明】复习以前所学的构词法知识，激活学生对后缀的相关记忆，以旧带新，有助于提高学习效率。
Step 2 Lead-in1.Ask students to compare the following two groups of words.（PPT page 5，鼠标点击，逐条显示）Group 1: house, boy, book, treeGroup 2: decision, difference,pleasure, safetyAsk students to consider the following questions:(1)Which part of speech is each of the following words?(2)What are the similarities and the differences between the two groups?Answers(1)They are all nouns.(2)The words in Group 1 refer to physical things and those in Group 2 refer to ideas, actionsand qualities.2.Tell students that the nouns in Group 2 are called abstract nouns. Ask students to read thedefinition of abstract nouns on page 46.（PPT page 6，鼠标点击，逐条显示，点击稍慢）3.Ask students to find more abstract nouns in the passage “ NOT JUST WA TCHING A FILM...”.And check the answers by showing the words in the PPT page 7, and ask them to watch thesewords and find out the similarity. These words are with a suffix, such as -ity, -ation, -ence, -ing, and -ment.●reality presentation information●experience action feeling●happiness achievement direction●argument convenience planning●-ity ; -ation; -ence; -ing; -ment【设计说明】通过分析、对比，引导学生自己发现抽象名词的特点，即不可为人的五官感知。
《Lost civilizations》教学设计扬中市第二高级中学耿蕾一、教材解读：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。
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、演讲等多种方式激发学生自主学习的兴趣，启迪思维并培养学生尊重，热爱和保护中国以及世界文化遗产的意识。
而且，学好这一部分也为本单元接下来的部分打好基础、做好准备,比如说Task部分的Giving a talk about a historical event及写作提供模板。
二、学情分析：高一的学生，从年龄特点来看，已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。
从知识基础来看，他们已经具备一定的英语知识和运用能力。
通过初中的英语学习，高一的学生已经具备一定的阅读能力，但是还是仅仅停留在表面层次，没有形成系统的知识体系。
对于阅读在英语学习中的地位和作用也没有深刻的理解，需要教师的引导，对阅读材料有全面深刻的理解进而形成自己的见解。
本课程选取的《失落的文明》这样的主题和内容，符合此年龄阶段学生的心理特征和知识结构的需要。
这个话题，可能学生在日常生活中不是很熟悉。
这篇文章把意大利的庞贝和中国的楼兰这两大失落的文明放在一起，在阅读文章的过程中，不仅培养了学生阅读游记日记的阅读能力，更使学生了解到我们需要尊重及保护不同国家的文化遗产。
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。
Back to the past教学设计（Module 3 unit 3）Reading作为教材的重要部分，由阅读和练习两部分组成，旨在为学生扩充文化信息，进一步培养其阅读技能，并提供口语训练知识，指导学生顺利表达。
Back to the past Lost civilizations一文篇幅较长, 内容围绕中心话题古代文明的失去，使学生通过对课文的学习，了解世界各地的文明及历史，作者着意训练学生根据所给问题从文章中迅速捕捉关键信息的水平，从而使学生训练整合英语水平，通过对课文的学习，能用英语用自己的语言把课文复述出来。
二、教材分析1.教材处理本单元的Welcome to the Unit围绕一些古代的历史遗迹展开，是对Reading内容很好的铺垫。
所以，作者先将教授这个部分内容，同时要求学生在课前尽可能多地收集与古代遗迹相关的信息，以获取详实的资料。
作者还对Reading 后的问题实行了调整，将其变为一个扩展讨论题，并重新设计了Oral practise，使之更紧扣学生已学的知识和内容，以便培养学生整合信息和表达观点的水平。
2．教学目标（1）使学生了解古代文明的现状，引导其形成对待古代文明的准确态度。
（2）使学生学会分析文章的结构，用关键词概括文章大意，并能在整合信息的基础上用英语实行口头和书面表达。
（3）使学生学会对他人的口头表达内容实行评价，并注意不同的文体在结构上的的差异3．教学重点和难点（1）在Reading部分，作者用了大量的表格比较，使学生对这几个古代文明有进一步的理解，pompeii,Loulan ,Vesuvius volcano,从而更进一步增强对全文的理解。
（2）通过对全文9个问题的设置，更进一步训练学生整合英语的水平。
（3）培养学生合理利用信息表达观点的水平。
三、教学设计1．总体思路综合技能课包含阅读和写作两部分，重在综合使用英语表达思想。
在阅读教学中，教师应着重指导学生使用多种阅读技能，如略读文章、归纳中心大意以及注重文章的文体和结构等；在写作教学中，教师应引导学生将在阅读中所学的语言知识使用到自己的表达中去。
课题：M3U3 Lost civilizationsintsTeaching procedures:Step1. Fast reading:1. Teacher:Read the following diary entries quickly and answer these 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 Giuseppe Fiorelli.4.Who is Professor Zhang? An archaeologist from the local culturalinstitute.Step 2. Reading for details (C1）Reading the letter again carefully and then choose the best answer:How well did understand the details in the diary? Read i t again carefully and answer the following questions.1.What happened to Pompeii in August AD 79?Most Vesuvius erupted and lava, ash and ro cks poured out of it into thesurrounding countryside. All the 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 found some stone withwriting on it. People started to dig in the area for treasure, with causedmuch damage. So in 1860, the Italian archaeologist Giuseppe Fiorelli wasmade director of the Pomeii dig.3.What were the stepping stones along the road in Pompeii used for?With these stones, people did not have to step in the mud in the streetson rainy days.4.Why was Loulan an important city about 2,000 years ago?Because it was a stopping point on the famous Silk Road between the Eastand the West.5.How do many people think Loulan disappeared?It was gradually covered over by sandstorms from AD 200 to 500.6.According to the last sentence, how did the author feel about the lossof Loulan?She felt that it was a pity.Step3. More details: (C2)The writers of diaries often record feelings or opini ons (emotions) as wellas what they have done (actions).Do the sentences below express emotions (E)or actions (A)?1.I feel lucky to have won a place on this trip. (line2)E/A2.This morning we went to a lecture about Pompeii. (line7)E/A3.Unfortunately, all the people were buried alive, and so was the city!(line 11-12) E/A4.How amazing! (lines14--15)E/A5.People started to dig in the area for treasure. (line16--17)E/A6.When I walked around the city, I saw streets just as they had been. (line19) E/A7.I am so excited to be here! (line35)E/A8.Sven found the remains of buildings buried under the sand. (line 39)E/AStep 4.Meaning of words (D1)Look at these new words from the diary entries and match them with theirdefinitions.1. lecture(line7)__b___ a. take control of2. found (line7)__g___ b. a talk given to a group of people to teachThem about a subject3. take over (line8)__a____ c. a mixture of water and dirt4. mud (line20)__c___ d. make sth look more attractive by puttingthings on it5. decorate (line21)__d___ e.an organization that has a specialpurpose,such as for education6. wealthy (line31)__h____ f. the things that clothes are made of7. institute (line36) ___e_____ g.start sth, such as a city or anorganization8. material(line39)____f______ h .richStep5. Summary and HomeworkBoth Pompeii in ________and Loulan in China became ____ ________ ab out 2000years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by theRomans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _________________. Loulan was a _________ _________ on the Silk Road. It disappeared underthe ________. There are just a few _________ left. Some _________, such as coinsand painted pots, was found.Step 6. Language points:1．similarity n相似点；相似，类似 similar adj. 相似的，类似的be similar to 与……相似 similarly adv. 相似地；类似地the similarity of a cat to a tiger 猫和虎的相似The two coats are similar but not the same. 这两件大衣是相似的，但不同。
《Lost civilizations》教学设计扬中市第二高级中学耿蕾一、教材解读：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。
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、演讲等多种方式激发学生自主学习的兴趣，启迪思维并培养学生尊重，热爱和保护中国以及世界文化遗产的意识。
而且，学好这一部分也为本单元接下来的部分打好基础、做好准备,比如说Task部分的Giving a talk about a historical event及写作提供模板。
二、学情分析：高一的学生，从年龄特点来看，已经度过青少年危险期，是在认知方面从不成熟逐步走向成熟的年龄阶段，但仍然需要在对问题的分析、判断、以及处理方法等方面有一个正确的引导。
从知识基础来看，他们已经具备一定的英语知识和运用能力。
通过初中的英语学习，高一的学生已经具备一定的阅读能力，但是还是仅仅停留在表面层次，没有形成系统的知识体系。
对于阅读在英语学习中的地位和作用也没有深刻的理解，需要教师的引导，对阅读材料有全面深刻的理解进而形成自己的见解。
本课程选取的《失落的文明》这样的主题和内容，符合此年龄阶段学生的心理特征和知识结构的需要。
这个话题，可能学生在日常生活中不是很熟悉。
这篇文章把意大利的庞贝和中国的楼兰这两大失落的文明放在一起，在阅读文章的过程中，不仅培养了学生阅读游记日记的阅读能力，更使学生了解到我们需要尊重及保护不同国家的文化遗产。
M3 U3 Reading Lost civilizations一、学习目标(Learning goals)：After learning this lesson, students will be able to1. Learn about lost civilizations, and choose suitable reading strategies, such as predicting, skimming, scanning and detailed reading, to complete certain tasks;2. By self-study and group discussion，train the ability of how to read, write and talk about things from the past;3. With great passion into study, express the respect and what we should do to preserve lost civilizations.二、使用说明与学法指导：1. 5分钟完成预习案内容，学会表达对古代文明的感受。
把预学过程中遇到的疑问写在我的疑惑栏，等待课堂讨论释疑。
2. 独立思考，限时完成探究案的内容，并进行相应的拓展。
用红色笔做好疑难标记，准备课堂讨论，以小组形式共同探究及完成。
3. 认真书写，用心完成，规范作答。
预习案(Previewing Case)Step 1 Warming up1. what is civilization?2. How do you feel when you look at some ancient civilizations? Can you use some words to describe them?探究案(Exploring Case)Step 2 PredictingWhat may be talked about Pompeii and Loulan in the passage when you look at the title?_____________________________________________________________________ _____________________________________________________________________ Step 3 skimming--- to get a general ideaTask 1: Read the first diary quickly and find out the route of their tripNow: Tomorrow: Next week:Task 2: Choose the main idea for each diary.（线索一：Travel schedule）Diary 1 A. a lecture about PompeiiDiary 2 B. a visit to PompeiiDiary 3 C. an introduction to LoulanDiary 4 D. the route（路线）of the tripDiary 5 E. the discovery of LoulanStep 4 Scanning--- to get detailed informationTask 1:Listen to the record and find the information about Pompeii and LoulanTask 2: Read the passage carefully again. Work in groups and compare Pompeii with LoulanStep 5 Consolidation（线索四：change in emotion）Why did the author have different feelings during her trip? (Try to find out the sentences that can express her feelings and explain the reasons).Step 6 Output practiceDiscussion: What should we do to preserve lost civilizations?(When organizing the sentences, you can use the following sentence structures and suggested language)Sentence structures:In my opinion, we shoul d…For one thin g… For another thing… In addition / Moreover…As far as I am concerned, we should …On one hand…On the other hand… What is moreSuggested language:1. learn more about them2. make more people realize their importance3. respect lost civilizations4. obey rules when we enjoy their beauty5. take measures to rescue and rebuild them6. put…under government protectionStep 7 Summary(Let’s appreciate a passage)No matter whether the civilizations are ancient or modern, no matter which country or culture they belong to, one thing is certain: they are man’s treasures. We are supposed to protect them. We are supposed to learn from them and develop them. We are supposed to create a better future. As a result, we will enjoy the beauty of more civilizations.训练案(Practicing Case)If you are a tour guide of the ruins of Pompeii or Loulan, please write a short passage to introduce the two cities to travelers.。
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