模块3 unit. 3 Period one 教案 (2)
Unit 3 Back to the past
Welcome to the unit
课堂设计指导思想：
本课通过了解世界文化遗产，拓展学生的人文知识，培养学生人文素养。通过一系列课堂活动，激发学生用英语了解、描述、表达世界文化遗产，同时为下一课作好铺垫。
Teaching aims:
Students will be asked to talk about some magnificent structures, including the Statue of Zeus, the Taj Mahal, the Hanging Gardens and the Pltala Palace; 1. Students are required to get involved in the discussion, practise their
spoken English and participated in all the designed activities; 2. Students are expected to be able to describe one of the ancient civilizations
and develop their sense of culture protection.
Teaching procedures:
Step 1 Introduction
1. The teachers starts the lesson with the song Rivers of Babylon and introduce the topic. 2. Arouse students interests by introducing the seven wonders of the world and introduce
the topic by asking questions “Why are they called the seven wonders of the world?” and “What other ancient civilizations do you know about?” 【设计说明】通过学生感兴趣的歌曲引入主题。
Step 2 Look and understand
Ask students to look at the pictures and ask them what they know about the pictures. 【设计说明】通过问答了解学生对四幅图片的了解程度。
Step 3 Read and understand
Introduce the Statue of Zeus, the Taj Mahal, the Hanging Gardens and the Potala Palace. Ask students to go through the descriptions for detailed information, and then fill in the form.
【设计说明】通过介绍背景知识，填空，确保学生掌握所需知识，并以此作为示范，为下面学生要做的“Presentation”作铺垫。
Step 4 Discussion
Ask students to talk about ancient civilizations they are interested in. 【设计说明】鼓励学生用刚接触的有关古代文化建筑的语汇来谈论自己感兴趣的话题。
Step 5 Presentation
Ask students to introduce one of the ancient civilizations.
【设计说明】让学生模仿老师前面的图片表述，介绍一个古代文化建筑，以操练巩固所学知识。
Step 6 Homework
Ask students to write a composition introducing one of the ancient civilizations. 【设计说明】通过家庭作业，再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关知识。
Reading (1)
课堂设计指导思想：
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。
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-in
The teacher begins the lesson by showing the picture of Pavarotti and Beijing Opera to compare China with Italy.
The teacher introduce the topic: Pompeii vs. Loulan—Lost civilizations.
【设计说明】通过有关中国和意大利的话题引入主题，调动学生的学习热情和兴趣，寓教于乐，水到渠成导入本课主题。
Step 2 Listening
Ask students to listen to the tape recording and answer the question: What is one main similarity between Pompeii and Loulan?
【设计说明】通过听课文录音和回答问题完成对课文的初步理解。
Step 3 Reading
Ask the students to read the text, answer the questions and complete the form. 【设计说明】通过阅读课文、回答问题和完成表格对文章进行进一步的理解。
Step 4 Retelling
Let the students retell the text according to the form. 【设计说明】通过复述课文确保学生理解掌握课文。
Step 5 Discussion
Make students discuss the topic: What would you like to show to the aliens about our human civilizations if they came to our earth? Why?
【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，提升学生的精神。
Step 6 Assignments
From the topic of the discussion ask students to think of the civilization of their class. 【设计说明】通过讨论的话题引伸出班级文化，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。
Reading (2)
课堂设计指导思想：
通过听写、翻译、造句、替换、填空、完句、情景、故事（用所操练的语言点编故事）等活动操练语言点。
Teaching aims:
Master some language items.
Teaching procedures:
Step 1 Practice of language items
1. think of
1) What do you think of sb./ sth.=How do you like sb./ sth. 2) think of sb. as =regard / consider sb. as We think of your head teacher as… 3) think about
think highly of…
2.similar : be similar to … the same…as/that… be different from…
1) the similarity of a cat to a tiger 2) Mary is similar to Rose in many ways.
3) The two cats are similar but not the same.
1. Although ______ in appearance, the two plants have some basic differences. 2. The song ____________ the one I heard yesterday. 3. A second study produced ______ results. 3. arrange
1) The secretary arranged an important meeting for the manager. 2) The secretary arranged for him to meet the manager.
3) The school arranged that the parent-teacher meeting would be held on Friday. 4. represent
1) My best friend will represent our school at the meeting. 2) The rose represents love and beauty.
3) Our village is represented as the most beautiful village in the magazine. 5. take over
1) After his father retired, he took over the company. 2) I took over her job while she was in New York.
3) Our company was recently taken over by a larger one. 6.so was the city
1) I felt excited, ______ did the others.
2) I didn’t feel excited, _________ did the others.
3) I’ve never been to London, neither/ nor have my parents. 7. with
1) With so many trees around, our school … 2) With so much homework to do … 3) With everything finished …
4) With the old man showing the way… 5) With a book in his hand… 8. turn to
1) turn into/ change into
The moment she got the news that she missed the chance to go abroad, the smiles on her face turned to surprise. 2) 找(某人寻求帮助)
Who will you turn to when you’re in trouble? 3) 查阅，求助于
When you come across a new word, turn to a dictionary.
4) (把)……转向
turn one’s attention to… 9.imagine 1）+n.
Try to imagine the desert on a very hot day. 2) + clause
She could not imagine what would happen after that. 3) + doing
Try to imagine being on the moon. 4) sb. to be
Imagine yourself (to be) in his place. Can you imagine life without water? Can you imagine ______ without water?
Jack always imagines that he is a successful lawyer. Jack always imagines himself ______ a successful lawyer. 10. house
1) The museum houses lots of modern arts.
2) The government is planning to house the homeless. 11. remains/ruins
1) Most of the buildings have been destroyed. What we can see today are only the remains of them.
2) remain: v. to continue to exist/ to stay in the state of 3) After 20 years, they remained best friends. 4) After the great fire, nothing remained. 12.together with: including, as well as, along with
1) 200 school bags, together with 5000 books, were donated to Project Hope. 2) We bought fruits, together with some vegetables.
3) The teacher, together with his students, is going to the museum
【设计说明】通过听写、翻译、造句、替换、填空、完句、情景活动操练语言点。
Step 2 Making up a story with some of the language items Ask students to make up a story with some language items. 【设计说明】以此检查学生对所学内容的掌握程度。
Step 3 Homework
Ask students to write a short story containing some language items. 【设计说明】通过家庭作业，再次巩固所学内容。
英语必修ⅲ牛津译林版unit3periodone教案
