镇江市教育局教研室王明霞 课程分析:(本课的作用和学习本课的意义) This is the reading passage of Module 3 Unit 3, which focuses on"lost civilizations". This passage, written by a Canadian student in the form of a travel diary, talks about his travel experiences and feelings in Pompeii and Loulan. Students will learn how to use specific information extracted from the passage, how to develop their own cooperative skills in a group, and how to achieve effective communication I. What are some of the lost civilizations in history? 2. Where are Pompeii and Loulan? 问题设计|3. What happened to Pompei? 4. What happened to Loulan? 5. What is the result of the Pompeii dig in 1860? 教学构想 After learning English for 3 years, students attending the class have a vocabulary of about 1600 words, which makes it possible for them to break the obstacles of understanding the passage. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced. So, seven questions are raised to develop students'cooperative skills. Teachers will give them some advice at the right time 教学目标 1. To learn how to read travel diaries 2. To develop students' fluency in talking about lost civilizations 3. To train students'ability of identifying the main idea of the passage Skill Objectives 1. To build students' ability of expressing personal opinions and interacting with others 2. To develop students'reading skills, such as information-gathering, skimming, scanning, summarizing and guessing the new words from the context Moral objectives 1. To enable students to cooperate with others and know the importance of team spirit 2. To get them aware of the importance of protecting ancient relics 1. Learn to read diary entries 教学重点2 Know something about ancient civilizations. 3. Realize the importance of protecting cultural heritages 教学难点 1. How to use specific information extracted from the passage 2. How to develop students'cooperative skills in a group, complete the oral report. 教学方法 Communicative Approach Task-Based Teaching Methodology Role Play Whole Language Teaching 所需设备 a tape recorder A multimedia projector 教学过程:(包括教师活动、学生活动、设计意图) rea (Teachers activity) Design five questions and ask students to search the Internet for information about them before class
1 镇江市教育局教研室 王明霞 课程分析：（本课的作用和学习本课的意义） This is the reading passage of Module 3 Unit 3, which focuses on “lost civilizations”. This passage, written by a Canadian student in the form of a travel diary, talks about his travel experiences and feelings in Pompeii and Loulan. Students will learn how to use specific information extracted from the passage, how to develop their own cooperative skills in a group, and how to achieve effective communication. 问题设计 1. What are some of the lost civilizations in history? 2. Where are Pompeii and Loulan? 3. What happened to Pompeii? 4. What happened to Loulan? 5. What is the result of the Pompeii dig in 1860? 教学构想 After learning English for 3 years, students attending the class have a vocabulary of about 1600 words, which makes it possible for them to break the obstacles of understanding the passage. Besides, they can share opinions about the topics they are familiar with. However, their comprehensive ability and reading skills need to be enhanced. So, seven questions are raised to develop students’ cooperative skills.Teachers will give them some advice at the right time. 教学目标 Language Objectives 1. To learn how to read travel diaries 2. To develop students’ fluency in talking about lost civilizations 3. To train students’ ability of identifying the main idea of the passage Skill Objectives 1. To build students’ ability of expressing personal opinions and interacting with others 2. To develop students’ reading skills, such as information-gathering, skimming, scanning, summarizing and guessing the new words from the context Moral Objectives 1. To enable students to cooperate with others and know the importance of team spirit 2. To get them aware of the importance of protecting ancient relics 教学重点 1. Learn to read diary entries 2. Know something about ancient civilizations. 3. Realize the importance of protecting cultural heritages. 教学难点 1. How to use specific information extracted from the passage 2. How to develop students’ cooperative skills in a group, complete the oral report. 教学方法 Communicative Approach Task-Based Teaching Methodology Brainstorm Role Play Whole Language Teaching 所需设备 A tape recorder A multimedia projector 教学过程：（包括教师活动、学生活动、设计意图） Pre-reading (Teacher’s activity) Design five questions and ask students to search the Internet for information about them before class
(Students'activity) Surf the Internet and learn by themselves. If necessary, discuss with group members Encourage students to learn by themselves and develop their cooperative skills Step l: Le (Teacher's activity) Show some pictures representing ancient civilizations to hold a competition to see who knows the most 1. Do these pictures have something in common? 2. Have you ever heard of Pompeii in Italy and Loulan in ancient China? 3. Are you curious about what the two cities looked like in the past? (Students'activity) Answer questions by presenting their opinions freely and sharing their knowledge about lost civilizations Generate various answers and get them fully involved in it Step ll: Fast-reading ( Teacher’ s activity) Let students have a quick look at the text and ask what their first impression is about the article Instruct students to identify related information quickly and find the answers to the four questions 1. What country is the author from? 2. What is one main similarity between Pompeii and Loulan? 3. Who was made director of the Pompeii dig in 1860? 4. Who is professor Zhang? (Students'activity) Bear in mind the questions and look for the answers, using skimming and scanning skills Help students to get the key information in a short time with the help of key word Step Ill: Detailed reading 1. Fill in the form k students to watch a video clip about Pompeii and find the historical information about Pompeii. city time event in the Sth century (where) in 89 BC on 24th aug ad 79 (Show a video) n1860 Play the recorder for students to listen to and grasp specific words. Loulan 2000 years ago
2 (Students’ activity) Surf the Internet and learn by themselves. If necessary, discuss with group members. (Intention) Encourage students to learn by themselves and develop their cooperative skills. Step I: Lead-in (Teacher’s activity) Show some pictures representing ancient civilizations to hold a competition to see who knows the most: 1. Do these pictures have something in common? 2. Have you ever heard of Pompeii in Italy and Loulan in ancient China? 3. Are you curious about what the two cities looked like in the past? (Students’ activity) Answer questions by presenting their opinions freely and sharing their knowledge about lost civilizations. (Intention) Generate various answers and get them fully involved in it. Step II: Fast-reading （Teacher’s activity） 1. Skimming Let students have a quick look at the text and ask what their first impression is about the article. 2. Scanning Instruct students to identify related information quickly and find the answers to the four questions: 1. What country is the author from? 2. What is one main similarity between Pompeii and Loulan? 3. Who was made director of the Pompeii dig in 1860? 4. Who is professor Zhang? (Students’ activity) Bear in mind the questions and look for the answers, using skimming and scanning skills. (Intention) Help students to get the key information in a short time with the help of key words. Step III: Detailed reading 1. Fill in the form (Teacher’s activity） Ask students to watch a video clip about Pompeii and find the historical information about Pompeii. city time event Pompeii _______ (where) in the 8th century in 89 BC on 24th Aug. AD 79 (Show a video) in 1860 Play the recorder for students to listen to and grasp specific words. city time event Loulan _______ 2000 years ago
(where) from ad 200 to AD 500 100 years ago (Students'activity Go through relevant paragraphs and find the answers to fill in the two forms (Intention) Develop students' ability of gathering information and help students to get the key information in a short time and understand this part better 2. Make judgement (Teacher's activity Ask students to go through the eight sentences and identify the authors personal feelings and actions 1. I feel lucky to have won a place on this trip. (line 2) 2. This morning we went to a lecture about Pompeii. line 7) 3. Unfortunately, all the people were buried alive, and so was the city! (lines 11-12) 4. How amazing!( lines 14-15) 5. People started to dig in the area for treasure. lines 16-17) 6. When I walked around the city, I saw streets just as they had been. (line 19) I am so excited to be here! (line 35) 8. Sven found the remains of building buried under the sand. (line 39) (Students'activity) Identify the authors personal feelings and opinions as well as what they have done (Intention) nform students of the features included in travel diaries Step Iv. Find the purpose of writing the passage. (Teachers activity) Raise a question for students to think about and discuss with their partners The purpose of writing this passage is to A. To show how happy the writer was to have such a chance to visit the sites B to compare the civilizations of Pompeii and Loulan C. To arouse people's sense of protecting civilizations D. To tell us how Pompeii and Loulan were destroyed (Students'activity) Carry out pair discussion about the author's purpose of writing the passage (Intention) Enable them to know more about the passage Step. Consolidat 1. (Teachers activity) Assign a task-based reading passage. Ask students to finish the exercise with the right forms of words from the Both Pompeii in and Loulan in China became about 2000 years ago Pompeii was in the 8th century bC and was by the romans in 89BC. On 24th Aug 79AD. Mount Vesuvius and the city were Loulan was a on the Silk road. It disappeared under the There are just a left. Some such as coins and painted pots, was found (Students'activity) Choose or change words from the text to fill in the form and discuss the answers in groups (Intention)
3 (where) from AD 200 to AD 500 100 years ago (Students’ activity) Go through relevant paragraphs and find the answers to fill in the two forms. (Intention) Develop students’ ability of gathering information and help students to get the key information in a short time and understand this part better. 2. Make judgement (Teacher’s activity） Ask students to go through the eight sentences and identify the author’s personal feelings and actions. 1. I feel lucky to have won a place on this trip. (line 2) 2. This morning we went to a lecture about Pompeii. ( line 7) 3. Unfortunately, all the people were buried alive, and so was the city! (lines 11-12) 4. How amazing! ( lines 14-15) 5. People started to dig in the area for treasure. ( lines 16-17) 6. When I walked around the city, I saw streets just as they had been. (line 19) 7. I am so excited to be here! (line 35) 8. Sven found the remains of building buried under the sand. (line 39) (Students’ activity) Identify the author’s personal feelings and opinions as well as what they have done. (Intention) Inform students of the features included in travel diaries. Step IV. Find the purpose of writing the passage. (Teacher’s activity) Raise a question for students to think about and discuss with their partners. The purpose of writing this passage is to __________. A. To show how happy the writer was to have such a chance to visit the sites B. to compare the civilizations of Pompeii and Loulan C. To arouse people’s sense of protecting civilizations D. To tell us how Pompeii and Loulan were destroyed (Students’ activity) Carry out pair discussion about the author’s purpose of writing the passage. (Intention) Enable them to know more about the passage. StepV. Consolidation 1. (Teacher’s activity) Assign a task-based reading passage. Ask students to finish the exercise with the right forms of words from the passage. Both Pompeii in ________ and Loulan in China became ________ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was ________ ________ by the Romans in 89BC. On 24th Aug. 79AD, Mount Vesuvius ________ and the city were ________ ________. Loulan was a ________ ________ on the Silk Road. It disappeared under the ________. There are just a few ________ left. Some ________, such as coins and painted pots, was found. (Students’ activity) Choose or change words from the text to fill in the form and discuss the answers in groups (Intention)
1. Enable students to analyze and understand detailed information better 2. Improve students'ability of doing task-based reading 3. Train their ability of analysis and comprehension Step VI: Make a speech (Teacher's activity Ask students to make a speech Suppose you were a host, what would you say on Tv to arouse people's sense of protecting historical relics? ( Students' activity Talk about personal opinions in groups and present them in front of the whole class (Intention) Cultivate students' team spirit and develop their imagination, which can bring students chances of using real communicative english Step vll: Homework Review what you've 2. Write a passage about the importance of protecting cultural relics
4 1. Enable students to analyze and understand detailed information better. 2. Improve students’ ability of doing task-based reading. 3. Train their ability of analysis and comprehension. Step VI: Make a speech (Teacher’s activity） Ask students to make a speech. Suppose you were a host, what would you say on TV to arouse people’s sense of protecting historical relics? (Students’ activity) Talk about personal opinions in groups and present them in front of the whole class. (Intention) Cultivate students’ team spirit and develop their imagination, which can bring students chances of using real communicative English. Step VII: Homework 1. Review what you’ve learned. 2. Write a passage about the importance of protecting cultural relics