牛津高中英语模块三第三单元reading教学案例.docx

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1、牛津高中英语模块三第三单元Back to the pastReadingLost civilizations江苏省沭阳如东中学 张长波一、教学内容分析：本案例是牛津高中英语教材模块三第三单元阅读处理。本节课是以听、说、读为主课文理解教学课。通过听课文，阅读课文和问答对文章进展初步理解。再通过列表比拟和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课学习，学生能够对失落文明有所了解，并对人类文明开展及如何保护人类文化遗产做出探讨，同时培养学生综合运用语言及听说读写能力。二、学生学情分析：教学对象为江苏高中一年级下学期学生，学生思维活泼。高一学生已经初步实现从具体思维向抽象思维过渡。他们

2、不满足于教科书上知识，更希望能学到知识性和趣味性兼有内容，从英语学习中获得更多知识和能力。他们喜欢富有个性化教学设计，喜欢承受新鲜事物。他们学习自主性很强，不再认为英语课堂学习很枯燥，主动参与到活动中去，成为课堂主体。同时他们还主动扩展和利用学习资源如电脑操作知识，从多渠道获取信息，并能用所获得信息进展清楚有条理表达。因此，设计这节课时，我充分考虑到学生主体性，充分创造时机让学生拥有成功喜悦，在和谐气氛中探究并完成教学任务，让学生主动学习，学有所获。三、设计思想(Thoughts on the design)Reading 主要是了解人类历史上两个非常著名失落文明意大利庞贝合中国楼兰。本文是一

3、片旅行日志，笔者根据自己对教材理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、稳固复述、拓展讨论、作业七个环节。在设计教学过程中，运用复习文明定义作为本课导入，激发学生兴趣。设计任务由浅入深，环环相扣，并注重各教学环节衔接。在整个教学过程始终贯穿人类文明这条主线，用图片形式呈现 Part B 词汇温故知新，设计输入，激活记忆，借助于已学过词汇建立起新旧知识之间联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造时机促使学生运用目标词汇进展表达。以快乐为原那么寓教于乐，促进

4、学生在学习过程中积极体验，从而到达多维目标。The article Lost civilizations is about a cultural tour to sites of lost civilizations.The reading textis made up of several excerpts from the travel diary kept by a student about her travel experiencein Pompeii in Italy and Loulan in China.Students are expected to gain some in

5、formation aboutancient civilizations,and to practise and reinforce their reading comprehension.The Readingstrategy in this unit teaches students how to read diary entries.Students are expected not only tomaster this strategy,but also to apply it to their future study.Teaching aims:1.Make sure that s

6、tudent 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 1Lead-inThe teacher begins the

7、 lesson by showing the pictures of some civilizations,such as the Statue ofZeus,the Taj Mahal,the city of Pompeii and the Potala Palace.Last period,what did we talk aboutCivilization.When we are talking about civilization,what will you think ofarchitecture,art,literature,thought,religionWho can give

8、 a definition on civilizationIts about a society,its culture and its way of life during a particular period of time or in aparticular part of the world,including architecture,art,literature,thought,religion and so on.Then,what is lost civilization Do you know the meaning of the wordlostIt means some

9、thing doesnt exist any more.Good.Now who can give a definition on lost civilizationcivilizationliteratureartarchitecturethoughtreligionIts about a society,its culture and its way of life during a particular period of time or in a particular part of the world.It means ancient buildings,cultures and c

10、ountries that no longer exist now.Can you list some lost civilizations that you knowThe Hanging Gardens,the Lighthouse ofAlexandria,the Temple ofArtemisSo we can see there are so many lost civilizations in the world.And this period,we will mainlyfocus on two famous lost civilizations;theyre Pompeii

11、and Loulan.【设计说明】通过对上一节课复习引入主题 civilization，展示和文明有关图片，调动学生学习热情和兴趣，寓教于乐，学生跟着图片一步一步地对人类文明展开了解，然后下定义，紧随其后，引入 lost civilization 话题，为文章阅读做铺垫，同时也水到渠成导入了本课主题。Step 2Scanning&Reading strategyFind the answers to the three questions.Work in pairs.1.Where are Pompeii and LoulanPompeii is in Italy and Loulan is

12、in China.2.What is one main similarity between the two citiesBoth of them became lost civilizations about 2,000 years ago.3.What was Loulan buried beneathLoulan was buried beneath the sand.After scanning the text,have you noticed that there are many dates and place names Why Yes.Because theyre diary

13、 entries.How do we read diary entries What should we look forLater in our reading,lets pay attention to these points.Now,come back to the passage again.How many diary entries are there altogetherHave a short discussion with your partners,and try to tell the main ideas of each diary entry.Main ideas:

14、Day 1:Telling the purpose of the trip and the two destinations.Day 2:Attending a lecture about the city of Pompeii and the volcano eruption.When you are reading diary entries recording someones travels,you should look for:Dates and place namesFacts and historical informationPersonal feelings and opi

15、nionsReading strategy:Reading strategy:Day 3:Visiting the buried city-Pompeii and getting amazed at it.Day 10:Being excited to arrive in Loulan after several days of traveling.Day 11:Introducing the discovery of the city-Loulan and feeling its a pity.【设计说明】通过快速阅读培养学生获取信息能力，并在浏览同时发现文章明显特征(多个日期和地点),因为

16、本文是由几篇旅游日志所组成，所以对每篇日志大意进展探讨，研究阅读策略。Step 3Reading&ListeningTask 1:Ask the students to read the first diary entry after the tape,and find out the route of theirtrip.【设计说明】通过听录音朗读课文，找出旅行路线，对文章进展进一步理解。Task 2：Listen to the tape and read the diary entries Day 2 and Day 3,then finish the exercisesabout Pom

17、peii.。1.What happened to Pompeii on 24 August AD 79Mount Vesuvius erupted and lava,ash and rocks poured out of it onto the surrounding countryside.Many people in Pompeii were buried alive,and so was the city.2.How was the buried city discoveredIt was discovered in the 18th century when a farmer disc

18、overed a stone with writing on it.Peoplestarted to dig in the area.3.What were the stepping stones along the road in Pompeii used forWith the stones,people did not have to step in the mud on rainy days.4.What happened soon after the ruins of Pompeiiwas foundTask 1 Read the diary entry Day 1,and find

19、 out the route of their trip.In ItalyFlying to China Going to Loulannowtomorrownext weekVisiting PompeiiPeople started to dig in the area for treasure,which caused much damage.Fill in the form according to the text.Maybe its hard for us to imagine how the peaceful volcano destroyed the whole city.No

20、w Id liketo play a short video to make sure youll get a vivid impression on the disaster.Free talk:Can you imagine how people felt at their last glance at their cities【设计说明】通过问答，填表确保学生理解掌握课文。通过 Free talk 让学生自由发表观点，面临着城市灭亡和生命终止，人们内心会有哪些想法，人们会怎样挣扎。Task 3:Read the diary entries Day 10 and Day 11,and fi

21、nish the exercises about Loulan.5.Why was Loulan an important city about 2,000 years agoBecause it was a stopping point on the famous Silk Road between the East and the West.6.How do many people think Loulan disappearedIt was gradually covered over by sandstorms fromAD 200 to AD 400.7.According to t

22、he last sentence,how did the author feel about the loss of LoulanShe felt that it was a pity!Step 4Conclusion&consolidationCompare the two cities;let the students fill in the form.Consolidation:The scene before the city was buriedThe scene the author sawDiscovererCause of disappearanceDisappearanceF

23、oundationDestinationto see the lost civilizationsPurpose of the tripPompeii in Italyin the 8th century BCabout 2,000 years agovolcano eruptiona farmerstreets,houses and bodies of peoplea rich and busy cityThe scene before the city was buriedThe scene the author sawDiscovererCause of disappearanceDis

24、appearanceFoundationDestinationto see the lost civilizationsPurpose of the tripLoulan in China2,000 years agofrom AD200 to AD400sandstormsSven Hedin,an European explorercity ruins and an ancient water systema small,wealthy commercial city,a stopping point and a green landThe city walls,p_,temples,w_

25、 and towers,an ancient water s_ that ran through the middle of the city.Streets with s_ stones along the road;several houses which were d_ with wall paintings;bodies of people who had been b_ alive.What can you find about the city now?Around 1900,the European e_ Sven Hedin discovered the r_ of it as

26、 well as a lot of t_.In the 18th century,a f_discovered a stone with w_ on it,then people started to dig.How was it discovered?armerxploreruinsreasuresritingteppingecorateduriedalacesorkshopsystemFill in the blanks with proper words:Both Pompeii in _and Loulan in China became _ _ about 2000 years ag

27、o.Pompeii was _ in the 8th century BC and was _ _ by the Romans in 89BC.On24th Aug.AD79,Mount Vesuvius _ and many people were _ _.Then the citywas _ for many years _ the 18th century when a _ found some stone _ on it.People started to _ in the area _ treasure,_(_ _/_ _)much damage.Today,everything i

28、s kept as it was before,streets with _ stones along theroad so you dont have to _ in the mud _ rainy days.The bodies _ _ and_,leaving empty spaces in the _.Loulan,a _ city,was a _ on the Silk Road.It disappeared under the _.There are just a few _ left.Some_,including coins and _ pots,were found.Ther

29、e are also material such as silk,_ and wall _.Keys:Italy;lost civilizations;founded;taken over;erupted;buried alive;forgotten;until;farmer;with writing;dig for;causing(resulting in/leading to);stepping;step on;broken down;disappeared;ash;commercial;stopping point;sand;ruins;treasures;painted;documen

30、ts;paintings.【设计说明】通过对庞贝和楼兰比照稳固文章内容，缺词填空那么使学生对文章细节，小至单词，词组等，有更细致掌握。填写完之后，学生根本可以将文章大致内容复述出来。Step 5DiscussionDiscussion(1):What caused the city of Loulan to disappearHow can we avoid such tragedy悲剧 happening againDiscussion(2):What happened to Japan on March 11th,2021 Facing the disaster,what have peo

31、ple been doingnowadaysSample answers:A terrible earthquake hit Japan.The earthquake also brought tsunami which washed away all thecoast area.Therere many people killed in the disaster.Many people have lost family and friends.However,the survivors are very strong.Theyre not crying by themselves but h

32、elping others inneed.They are respectable.After the earthquake,the further challenge Japan faces in the long term is recovering.And Japanalso gets international support from other countries.I think people all over the world should helpthe survivors.We Chinese people should forget the bad things in t

33、he past and help them to livebetter.Thats what civilizes people do.Further question:Is it useful for people to study things from the past Why or why notSample answers:From my point of view,it is useful for people to study things from the past because knowledgecan be transferred and accumulated from

34、generation to generation.People in the past have createdmagnificent civilizations that no longer exist.It would be a much better world if we had retainedall their knowledge.Besides,learning from the past also means learning to avoid making similar mistakes a secondtime.People have suffered again and

35、 again from wars and diseases and perhaps much of the sufferingcould be prevented.We could have a more peaceful world if we learn from our past failure.【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展思想交流，提升学生情感态度，关注人与自然和谐相处，不能一味地追求经济开展，却以牺牲环境为前提。再之，引入当前日本地震牵动全球话题，使学生意识到，因为人类破坏环境而导致悲剧仍然在上演，激起大家共同反思。同时，在灾难面前，全世界各

36、国人民都应该互相帮助，作为文明社会中国人，我们更应不计前嫌，伸出援助之手。Step 6AssignmentsFrom the topic of the discussion ask students to think of the importance of protecting thecivilizations WhyWrite a short passage about 120 words.【设计说明】通过讨论话题引申出保护人类文明重要性，启发学生思考，从课文内容向人文层面提升，同时也鼓励学生树立正确积极人生观与价值观。【课后反思】Advantages:1内容设计难度合理，生动有趣，使学生

37、能够充分地、深入地、积极地参与到课堂教学实践中。在内容安排上，采用由知识输入到技能操练到深入人文思考这样一个台阶式上升模式，帮助学生在学习知识同时，树立起正确人生价值取向，关注人与人交流、人与自然和谐相处。在问题设计上，力图提高学生参与热情，同时留给学生充分思考空间，而不是简单地做出正误判断。在这堂课内容安排上时刻注意调动学生参与热情，激发学生主动性思维。2文化背景知识输入及人文关心。新课标突出了文化意识要求，同时，也明确提出“高中英语课程关注学生情感，使学生在英语学习过程中，提高独立思考和判断能力，开展与人沟通和合作能力，增进跨文化理解和跨文化交际能力，树立正确人生观、世界观和价值观，增强社

38、会责任感，全面提高人文素养。所以在本单元人类文明这一主题之下，内容教授自然不能脱离文化背景知识输入。并在课堂中适当表达了情感教育。3学生能初步根据不同阅读目，采用不同阅读方法，阅读速度有所提高，阅读技巧有所改良4新课标五个维度自然整合。新课标在总目标中强调了培养学生综合语言运用能力。而综合语言应用能力形成必须建立在学生语言知识、语言技能、情感态度、学习策略、文化意识等素养整合开展根底上。本节课设计，在这五个维度上都有所照顾，力求实现知识内化、听说技能操练、基于人本情感关心、融词汇于意境中学习策略、以及异国文化输入，为满足学生跨文化交际需求打下根底。Disadvantages:1在一开场导入局部

39、，让学生观看图片后对所看内容进展描述，感觉学生不太会总结，现在我考虑可能应该给学生一些句型构造或者关键词，这样导向性强一点，效果可能会更好一点，因为高一学生水平毕竟有限。2有学生答复不出问题，我就让他们坐下了，现在想想这样对他们可能是不利，在可能情况下应该让他们重复其他学生所答复内容。因为重复是学习语言根底，有了 Repetition,才会有 Imitation,才会有 Application.3在“discussion这一环节，留给学生们准备时间稍微短了点，这一局部应该说是本节课重点，是学生们学完本章节内容一个水平检测，是表达英语学习终极目标一个环节，如果能再多留一点时间给他们准备和呈现话，

40、不但可以让他们更好稳固本节课所学内容，还可以更好激发他们自主学习与相互学习热情，加强团队合作精神。4个别学生跟不上大家速度，在公开课情况下，只好任其听别人现成答案。我现在觉得在一堂公开课时，教师是否完成教学任务可能并不是评价一堂好课最终要求，而关键是要把课上实在了，开课教师更应该关注是听课学生是否真正有所收获，而不是要作秀给其他听课教师看。【完毕语】我国著名心理学家林崇德提出“优秀教师=教学过程+反思成长模式。可见，教学反思重要性。教师应善于从经历反思中吸取教益。其实，教学反思对教师而言是一种有益思维和再学习活动方式，通过不断反思，激活教师教学智慧，同时，促进教师钻研教材内容崭新呈现教学方式，构建师生互动机制及学生学习新方式。它是教师成长“催化剂，是教师开展根底。作为一名年轻教师，通过这堂公开课，我觉得自己成长了不少。准备过程中不停思考，不断改良是能磨练意志，让人成长；开课过程中师生互动，与学生智慧碰撞让我充分享受到了教书乐趣；课后反思过程中苦思冥想，让我离一名出色教师距离又进了一步。