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牛津高中英语必修3教案(Uint 3 Back to the Past period 1)


Uint 3
教 学 重点 单词

Back to the Past
单元规划

1. 四会词汇 civilization , lecture, erupt, unfortunately, bury, stone, director, destroy, house, wealthy, commercial, gradua

lly, cultural, ruin, remains, paint, pot, material, document, wise, heat, drive, passage, wooden, cond ,trade, china, wool,goods ,reunite 2.认读词汇 volcano, workshop,mud, ash, rock, temple, republic, bone, lava, mosaic, binoculars, sandstorm, Swedish, Roman, pot, chamber, gist, airfield, airplane, battleship, empire, overthrow, poetry, philosophy, route, spice

短语

cultural heritage, be known as, stepping stones, turn to, be covered with, together with, throughout /all over the world, prepare oneself to do sth. , go through, burial chamber, a concered citizen, greet the audience, point out, lead to, declare war against. . . , attract one’s attention, in history, be responsible for, prevent sb. from doing sth. , take over , feed on on board, come into use, win a place, make a speech be buried alive, in good condition, in a good state, carry out, in memory of, in return, be

教 学 重点

句型

involved in, drive sb. mad/crazy, be concerned about 1. I feel lucky to have won a place on this trip. (不定式的完成式) 2. Next week we are flying to China, and going to Loulan, which is known as China’s Pompeii in the desert. (非限制性定语从句) 3. Near the city was a volcano called V esuvius. 4. Unfortunately, all the people were buried alive, and so was the city! (So+倒装结构) 5. Rome is a city and a republic, but it was also to become the capital of one of the largest empires in history. (be+to do) 6. I ate neither the noodles nor the rice. 7. It is believed by people to have been gradually covered over by sandstorms from AD 200 to AD 500. 8. There was an ancient water system that ran through the middle of the

教 学 难点

The way of reading diary entries. Object complement and subject-verb agreement. Planning an outline for a speech. The process to create an illustrated time chart.

语法

1. Object complement. They called her the Loulan Beauty. We found the ruins most interesting. She made Joe and Sue her assistants. They keep us waiting here for no reason.

We found ourselves in the middle of a desert. 2. Either. . . or. . . and neither. . . nor Either Ann or Jane should have arrived by now. I ate neither the noodles nor the rice. 3. Subject-verb agreement Two hours is too short for the visit. Travelling to Pompeii is exciting. Our team is very important to me. Our team are now traveling to Xinjiang. Either the team leader or the guides are looking after the students. Either the guides or the team leader is looking after the students. 课 时 安排 Periods needed : 10 Period 1 Period 2 Welcome to the unit Reading(1)

Period 3 Reading(2) Period 4 Word power Periods 5~6 Grammar and usage Periods 7~8 Task Periods 9~10 Project Creating an illustrated time chart Welcome to the unit 整体设计 Period 1

教材分析 本单元通过话题 Back to the past( 回到过去)的学习,介绍了古代罗马和古代中国已经消 失和现存的著名文化古迹, 旨在通过单元教学让学生了解古代文明和考古学的一些基础知识 并掌握有关词汇,能就此话题发表演讲,并能在演讲时使用正确的语言;能够叙述古代世界 文明的事实和历史事件, 能就世界文化遗产保护的相关问题, 正确地表达自己的观点与情感。 Welcome to the unit 提供了四幅遗迹的图片,分别是:古希腊的宙斯雕像、印度的泰姬陵、 古巴比伦的空中花园和中国的布达拉宫。 四幅图画旨在帮助学生了解它们, 并且通过自己的 查找了解更多的古文明,回答相关的问题,初步了解古代人类文明的相关知识,锻炼学生的 口语表达能力,从而引出话题,激活学生相关知识,为后面的阅读文章作铺垫。 三维目标 1. 知识与技能 1) Ask the students to talk about some magnificent structures. 2) Practise the students’ oral English. 2. 过程与方法 The approaches of discussion and so on will be adopted in the teaching process of this lesson. Emphasis will be put on the students’ abilities of speaking, expressing and brainstorming. Language is best learned through activities. Introduce a rich variety of activities and approaches to meet different needs of the students. 3. 情感与价值 Require the students to surf the Internet to find out some more about other ancient civilizations they have heard of and ask them to get involved in the discussion, practise their

教学重点 1. How to develop the students’ speaking ability. 2. Encourage the students to give opinions on some magnificent structures and give reasons. 3. Ask the students to give some suggestions on how to protect these structures. 教学难点 Ensure that every student has a chance to express himself/herself. 教学过程 教学设计(一) → Step 1 Greetings and lead-in Activity 1 Enjoy the song “Rivers of Babylon” Ask the students a question, and enable them to answer it freely. If you had a Space and Time machine, where and when would you want to go? The students may mention that they want to be back to the past. Then the Seven Wonders of the World can be shown to them.

The Pyramids of Egypt 埃及金字塔 The Hanging Gardens of Babylon 巴比伦空中花园 The Statue of Zeus (Jupiter) at Olympia 希腊奥林匹亚的宙斯神像 The Temple of Artemis at Ephesus 土耳其以弗所的亚底米神庙 The Mausoleum at Halicarnassus 土耳其的摩索拉斯王陵墓 The Colossus of Rhodes 地中海的罗得岛太阳神铜像 The Lighthouse of Alexandria 埃及的亚历山大灯塔

Then tell the students The Four Great Ancient Civilizations. Ancient Egypt, Babylon, India and China were considered as the earliest entry from primitive society into slave society. They were the cradles of civilizations of the world. Activity 2 The purpos e of this part is to arouse the students’ interest in ancient civilizations and make preparations for reading. Bring a compass into the classroom. Ask the students the following questions: 1. What’s this? In which country was it made at first?

2. Are you interested in history? 3. Are you familiar with the Four Ancient Civilized Countries in history? What do you know about each of them? → Step 2 Presentations and Discussion 1. If you want to understand an ancient civilization, you must learn from the five parts.

Give a brief introduction of the five elements with the help of the following pictures. Art:

Thought:

Literature:

Religion:

Architecture:

2. Ask the students to look at the four pictures and discuss the following question. Do these pictures have something in common? If so, please describe it with some adjectives, as many as you can. Possible answers: magnificent, well-designed, ancient, famous, distant. 3. Go through the following descriptions for detailed information, and then fill in the form below. When The Statue of Zeus The Hanging Gardens The Taj Mahal The Potala Palace The Statue of Zeus Where Who Why

The Greek sculptor, Phidias created the 12-m (40-ft) tall Statue of Zeus in about 435 B. C. . The statue stood in Olympia, and was perhaps the most famous sculpture in ancient Greece. Phidias made the god’s robe and ornaments from gold and carved the body out of ivory. It seems that Zeus were to stand up. Zeus was seated on a magnificent throne made of cedarwood and inlaid with ivory, gold and precious stones. In Zeus’ right hand was a small statue of Nike, the goddess of victory. The Hanging Gardens

The Hanging Gardens are about 50 km south of Baghdad, Iraq. It wasn’t until the twentieth century that some of the mysteries surrounding the Hanging Gardens were revealed. This hand-coloured engraving by the 16th-century Dutch artist Martin Heemskerck depicts the fabled Hanging Gardens of Babylon. According to the tradition, the gardens did not hang, but grew on the roofs and terraces of the royal palace in Babylon. Nebuchadnezzar II, the Chaldean king, is supposed to have had the gardens built in about 600 B. C. as a consolation to his Median wife, who missed the natural surroundings of her homeland. Archaeologists are still struggling to gather enough evidence before reaching the final conclusions about the location of the Gardens, their

irrigation system, and their true appearance. The Taj Mahal

It is the name of a monument located in Agra, India. The love story behind the Taj Mahal was tragic. It was commissioned by the Mughal Emperor Shah Jahan as a mausoleum for his beloved wife. They had been married for 19 years when his wife died in childbirth. The heart broken emperor made up his mind to keep his memory by creating the finest monument ever seen, and it was the reason why the tomb was built. Arjuman Banu Begum who was later known as Mumtaz Mahal took 23 years to complete it (1630 ~1653). The Potala Palace

It is located on“Red Hill”, to the west of Lhasa, Tibet, and was the chief residence of the Dalai Lama until the 14th Dalai Lama fled to Dharamsala after a failed uprising in 1959. In 641, Songtsan Gambo, ruler of the Tubo Kingdom, had the Potala Palace built for Wencheng of the entire building is made of stone and wood, with walls averaging 3 meters thick. Sample answers: When The Statue of Zeus 435 B. C. Where Olympia, ancient Greece Ancient Babylon Who Phidias Why worship king of gods: Zeus cheer up his homesick wife, Amyitis The Taj Mahal 17 C Agra, India Emperor Jahan Shah the memory of his dear wife & Queen Mumtaz

The Hanging Gardens

about 600 B. C.

Nebuchadnezzar Ⅱ , the Chaldean king

Mahal The Potala Palace 641 A. C. Red Hill in Lhasa, Tibet Songtsan of the Tubo Kingdom for Princess Wencheng of the Tang Dynasty

→ Step 3 Discussion Now you have known much about magnificent structures. From the four pictures we discuss above we know that civilization has a variety of elements. And it is necessary for senior students to learn more about it. Here let’s have a discussion of the following questions. 1. Just now we talked about some ancient civilizations. What can you learn from these? 2. What other ancient civilizations do you know about? 3. Have you ever been on a cultural expedition? If so, please tell your stories. 4. Do you think it is important to protect cultural heritage? Why or why not? Do you have any suggestions on how to protect it? Suggested answers: 1. 1) I do amire the ancient people, for they could construct so many wonders without the advanced techniques. 2) I think every child of Emperor Yan and Huang ought to be proud of our great homeland. 3) In my opinion, we should learn to love our country first, and study harder to make greater contributions to our country than our ancestors did, which I think is our duty. 2. I only know something about the Great Pyramid in Egypt. It is the oldest yet the only surviving structure of the Seven Wonders of the World. Building it took more than twenty years. Lying off the west bank of the Nile, it serves as the tomb for King Khufu. 3. I have ever been to some museums and seen things from ancient civilizations. I have seen the Chinese china and it represents the level of handicraft industry( 手工业). 4. 1) I think it very important to protect the heritage, because there is something really precious for us to learn, we have to protect them for the benefit of our future development. 2) In my opinion, the government should build some special offices to do something for the civilizations, and every citizen should realize the importance and learn to value them. It’s our responsibility to leave something for our future generations. 3) I can’t agree more. What’s more, we should improve the formal level of education without hesitation, which means much to the protection of ancient civilizations. → Step 4 Activity Since the ancient people could create so many great civilizations, I am sure we can do better than them. With our efforts, our country will soon become harmonious and modernized. Are you interested in the past? I have two questions here. 1. Is it useful for people to study things from the past? Why or why not? 2. Since as long ago as 1553 people have said, “History repeats itself. ”What do you think this saying means? Do you agree with it? Why or why not? Suggested answers: A: I think it is useful to study things from the past because we can first enjoy ourselves from the ancient civilizations, and we can also learn some advanced techniques from our by studying the past. Besides, we can have a glance at some social, political, and economical

problems of the ancient society as well, while we can take them as experience in order not to make the same mistakes again. Since it is so useful, we should manage to study the past, and make as many contributions as we can to protecting them. B: I agree with the saying “History repeats itself”. In my opinion, it means that the mical standard of different periods. As a result, the development of society always appears spirally and gives us different periods. Therefore, we have to study the past to avoid doing something repeatedly. → Step 5 Language study 1. lost civilizations. 表示“失去的文明”,lost 是过去分词作定语,表示“失去的,消失的”。 译出下列词组和句子: 1)失去的机会 a lost chance 2)失去的青春 lost youth 3)丢失的钥匙/项链 lost keys/a lost necklace 【拓展】 失物招领处 the lost and found 【辨析】 lose and miss 两者都有“遗失”的意思,但含义和用法有所不同。lose 有失去不 再拥有之意,而 miss 的含义是发现遗失。 1)When did you lose your purse? 你什么时候丢了钱包的? 2)When did you miss your purse? 你何时发现你钱包不见了? lose 用于迷路或误车;miss 也可用于误车,或错过机会,还有“遗漏”的含义。 She lost her way in the mist. 她在雾中迷了路。 He arrived too late and missed the train. 他来晚了,所以误了这趟火车。 The printer has missed out a word. 这个印刷工人排漏了一个词。 2. Read diary entries about lost civilizations and the parallels between ancient Roman and Chinese history. a parallel=a similarity“相似的东西”“相似之处” 1)Strange parallels exist in the history of the two countries. 这两国的历史中存在着奇怪的相似之处。 2)We can find many parallels in the customs of those two tribes. 我们可以发现那两个部落的风俗习惯有许多相似之处。 vt. “和……相似” Your education background parallels mine. 你的受教育背景与我的相似。 3. People from ancient civilizations built many magnificent structures. 古代文明时期人们建造了很多雄伟壮观的建筑。 civilization n. a state of human society that is very developed and organized 1)(C)文化,生活的方式 We are proud of the civilizations of ancient China. 我们为古代中国的文化而感到自豪。 2)(U)教化;开化;文明世界 What happened in that country horrified civilization?

那个国家发生的事情令文明世界震惊。 【联想】 civilize vt. 教化,开化;教导 civilized adj. 有教养的;开化的;文明的 1)Many a rough man in that country has been civilized by his wife. 在那个国家有许多粗野的男人都被妻子教化好了。 2)Such things are not allowed to happen in a civilized society. 这样的事情在文明社会是不允许发生的。 magnificent adj. 壮丽的;不凡的;高贵的;看起来了不起的 1)What a magnificent house they built! 他们建了一幢多么华丽的房子啊! 2)She looks magnificent in a long red skirt. 她穿着长长的红裙子,看起来很高贵。 4. Protect cultural heritage 保护文化遗产。 protect vt. 保护 It’s my duty to protect my sist ers. 保护我的妹妹是我的责任。 【归纳】常见词组: protect. . . against. . . 保护……使不受…… protect. . . from. . . 保护……使不受…… 5. Some of them have disappeared, while others remain today. 它们中一些已经消失,然而另外一些今天仍然保持至今。 1) while 在此用作并列连词,表示对比意义,意为“而”“却”。 Instead, he asked his father why he was not able to hatch chickens, while hens could. 他反而问父亲为何他不能孵出小鸡,而母鸡却能。 Jane was dressed in blue, while Mary was dressed in red. 珍妮穿着蓝衣服,而玛丽却穿着红衣服。 2) remain (1)linking verb, means “to continue to be sth. ; to be still in the same state or condition”, 意 为“保持,仍然是,还是,剩下”,接形容词、名词、动词不定式、现在分词、过去分词或介 词短语作表语。 to remain silent/standing/seated/motionless 依然沉默/站着/坐着/一动不动 注:remain 接动词不定式表示将来的动作,接现在分词表示正在进行的主动动作,接过 去分词表示主语所处的状态或已经发生的被动动作。 ① This remains_____________ . (有待证实) ② She remained_____________ when I came in. (仍然坐着) ③ The book, however, remains_____________ . (仍然没完成) ④ They remained_____________ in her room. (仍然被锁在) Suggested answers: ① to be proved ② sitting ③ unfinished ④locked (2) v. to still be present after the other parts have been removed, to still need to be done 留 下,剩下 The children remained out because of the good weather. 由于天气晴朗,孩子们继续呆在室外嬉戏。 He has to remain in hospital until he is better. 他不得不住院,直到身体好转。

remains n. the parts of sth. that are left after the other parts have been used, eaten, removed, etc. or the parts of ancient objects and buildings. 遗留物,残留物。 The remains of the meal are/is in the refrigerator. 剩饭在冰箱里。 remaining adj. 剩下的,余下的 You may have the remaining ones. 剩下的你可以拿去。 6. The hanging Gardens 空中花园 hanging 为现在分词作定语,修饰 gardens 。hang 此处为不及物动词,意为“悬”“挂”,是 不规则动词,过去式和过去分词均为 hung。 He remained hanging in the air, saved by the belt. 他悬在空中,安全带救了他。 A full moon hung in the sky. 一轮满月挂在天空。 Big lights hang from the ceiling. 天花板上吊着几盏大吊灯。 Let’s hang those pictures on the wall. 咱们把这些画挂在墙上。 My mother is hanging out the washing. 我妈妈在晾洗好的衣服。 hang 作规则动词时,意为“吊死”“绞死”,既可作及物动词也可作不及物动词。 The last Ming emperor hanged himself from this tree. 明朝最后一个皇帝就是吊死在这棵树上的。 At that time you could hang for stealing. 那时犯盗窃罪就可能会被绞死的。 hang 的一些短语: hang about 逗留,闲逛 hang back 踌躇不前 hang (down) one’s head 低下头 坚持下去;赖着不走 hang over 使忧心忡忡 hang up 挂断电话 靠 hang by a hair/thread 命悬一线,危在旦夕 → Step 6 Summary and Homework We have discussed about the magnificent ancient civilizations, and all of you have done a good job. I’m so happy with you. At the end of th is period, I would like you to know the importance of protecting cultural heritage, because of its valuable history including the economy, the politics, and the living style of the past. After class, please collect more imformation about the ancient civilizations worldwide if you feel interested in it. 1. Find something more about these magnificent structures. 2. Preview Reading. 板书设计

hang on 决定

When

Where

Who

Why

The Statue of Zeus The Hanging Gardens The Taj Mahal The Potala Palace 教学设计(二) → Step 1 Greetings and lead-in If you want to understand today, you have to explore yesterday. Each moment in history was a fleeting time, precious and unique. So we should learn these ancient civilizations which reflect the wisdom and creativity of ancient people. Show the students some pictures of some famous ancient structures to arouse their interest.

Quiz How much do you know about the ancient civilization? 1)What are the four ancient civilized nations? 2)What are the seven wonders of the world? Assign the students to surf the Internet or refer to reference books (in English or in Chinese) to get some information about the Statue of Zeus, the Taj Mahal, the Hanging Gardens, the Potala Palace and any other ancient structures. Since you have got prepared before class by searching for information on the Internet or looking up background information in books, I’d like you to give a description of them focusing on things like their shapes, colours, and designs. → Step 2 Presentation and Discussion 1. Ask the students to read the instructions and focus on the four pictures. Then encourage the students to form pairs and discuss each picture. Do the four pictures have something in common? If so, what is it? 2. Have the students report the information they have collected to the class. And ask questions about the four ancient structures and provide useful information during the discussion. The Statue of Zeus 1)Who is Zeus? 2)What does the name Zeus mean? 3)Where was the Statue of Zeus once located? The Taj Mahal 1)Who built it? 2)For whom and why was it built? 3)When was it built? 4)Where is it? The Hanging Gardens 1)Who built it? 2)Why did it appear to be hanging in the sky?

3)Why was it built? The Potala Palace 1)Where is it located? 2)When was it rebuilt? 3)What was it used as? → Step 3 Extensive Reading Ask the students to read the article in Part A in Reading on Page 110 of the Workbook. They will learn some information about the ancient civilization ——the Terracotta Warriors. And answer some questions about the Terracotta Warriors. 1. Where is the museum of the Terracotta Warriors located? 2. How were the Terracotta Warriors discovered? 3. What did the archaeologists find in the first area? 4. Why are archaeologists unsure if the Emperor is buried in the chamber? 5. What can visitors buy at the museum shop? → Step 4 Further discussion Organize the students into small groups of four or allow them to form their own groups. Ask them to discuss the three questions listed under the four pictures. Then ask some groups to report their responses back to the whole class. 1. What other ancient civilizations do you know about? 2. Have you ever been to a museum and seen things from ancient civilizations? 3. Do you think it is important to protect cultural heritage? Why or why not? Do you have any suggestions on how to protect it? → Step 5 Summary and Homework At the end of this period, I am sure you all have realized the value and the importance of protecting cultural heritage, because of its valuable history including economy, politics, and the living style of the past. 1. Find something more about these magnificent structures. 2. Preview Reading. 活动与探究 The following steps are designed for the students to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English. 1. Ask the students to decide one of the four ancient civilizations as their topic, and find more about it. 2. Write a report according to their research and present it to the whole class.


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