1、2)Encourage the students to communicate with classmates.Teaching procedures:Step1 Lead inQuiz: How much do you know about the ancient civilization1)What are the fourancient civilized nations2)What are the seven wonders of the world?埃及的金字塔、巴比伦的空中花园、土耳其的月亮神阿泰密斯女神庙、位于地中海的罗得岛太阳神铜像、亚历山大灯塔、希腊奥林匹克的宙斯神像、土耳其
2、国王摩索拉斯陵墓。但是,由于地震、人为破坏等原因,这七大奇迹,除金字塔依然屹立外,其余均已毁坏。因此在此基础上,随后又产生了世界中古七大奇迹之说:意大利的罗马大斗兽场、利比亚沙漠边缘的亚历山大地下陵墓、中国的万里长城、英国的石围圈、中国南京的大报恩寺琉璃宝塔、意大利的比萨斜塔、土耳其的索菲亚大教堂或圣索菲亚圣殿。Step2 Talking about the picturesTheStatueofZeus:1.Who is Zeus? (A god of Greek mythology, Cronus and Rheas youngest son,the supreme ruler of bo
3、th Mount Olympus and the Pantheon of gods residing there)2.What does the name Zeus mean? (It is said to be related to the Greek word dioswith bright as its meaning.)3.Where was the Statue (雕像) of Zeus once located? (On the western coast ofGreece)The Taj Mahal:1.Who built it? (Shah Jehan, the fifth M
4、ughal Emperor.)For whom and why was it built (It was built by Shah Jehan for his beloved wifeas a monument of eternal love.)2.When was it built? (From 1631 to 1648)3.Where is it? (On the banks of Indias most sacred river, the river Yamuna inAgra)The Hanging Gardens: (King Nebuchadnezzar, who ruled a
5、ncient Babylon for dozens ofyears)2.Why did it appear to be hanging in the sky? (It looked so because it wasconstructed entirely on the roofs of a building, with a lot of trees surrounding it.)3.Why was it built? (To cheer up Nebuchadnezzar 尼布甲尼撒二世(古巴比伦国王,攻占耶路撒冷,建空中花园)wife who was said to be very ho
6、mesick)The Potala Palace:1.Where is it located? (On the Red Hill in the Lhasa Valley of Tibet, China)2.When was it rebuilt? (In the 17th century)3.What was it used as?(The residence of the Dalai Lamas since the 7th century,as well as the religious and political centre of old Tibet)Step3 Group discus
7、sion1. What do you think of the structures you saw just now2. Do you think it isimportant to protect cultural heritage? Why or why not? Do you have anysuggestions on how to protect itStep 4 Homework : Preview reading.(1)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存在
8、。a. remain 不及物动词,留下剩下;还可意为逗留,其后通常接介词或副词。如:After the fire ,very little remained of my house .火灾之后,我家所剩无几。In the early days , some lived in tents and hunted wild animals. Others remainedin one place and started farms of their own.在古代有些人住帐篷,四处猎取野兽;还有些人居住在一个地方,开始了他们的农耕生活。The children remained out becaus
9、e 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。注表示留在某地时 remain 和 stay 同义。如 remain/stay there(呆在那里),但只能说 stay at home ,不能说 remain at home。另外 remain 既可指人逗留在一定场所,也可指物逗留在一定场所或保持原来的形状或状态,stay 只表示人逗留在一定场所。b. remain 用作连系动词,意为保持仍然是还是剩下,接形容词、名词、动词不定式、现在
10、分词、过去分词或介词短语作表语,如:He remained silent .他保持沉默。She remains unmarried.她仍然单身。Man remained a hunter for thousands of years .人类的狩猎时期有数千年之久。A lot of work remained to be done.许多工作还没做完。After the earthquake ,very few houses remained standing .地震后几乎没有房子没倒塌。注remain 接动词不定式表示将来动作,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
11、发生的被动动作。This remains to be proved .这有待证实。(将来的被动动作)对于老师制作好的教学计划,有利于新课的讲授,为大家编辑了高二上册英语 Module 3 教学计划模板,希望对大家有所帮助。一、Pre-task:激活学生已有背景知识,导入课题。我设计了一段电影视频和一系列图片导入课题,以引发学生兴趣,集中其注意力。通过影片让学生认识自然灾害的威力,通过一组图片,让学生进一步学习有关灾害的名词及学会给事物下定义。二、While-task:带任务阅读,训练技能。对于本篇阅读材料,我遵循由浅入深、由表及里、由具体到概括的原则设计教学环节。在此过程中我设计了一系列阅读任
12、务,如下定义(givingdefinitions),确定主题句(spotting topic sentences),回答问题(answeringquestions based on reading),判断正误(True-or-False statements),填表格(completing a chart)等。让学生带着任务,养成并逐步提高阅读技巧,即略读(skimming),跳读(scanning),细读(intensive reading)以及其他微技能,从而培养其良好的阅读习惯,使他们逐渐掌握阅读策略,那就是通过语篇而不是孤立的句子来获取信息和学习语言知识和技能。三、Post-task:
13、以话题为核心,巩固并扩展语言知识。在此环节中,我以本模块话题为中心,设计了 Filling in the blanks,Revision和 Discussion 等任务,学生们分组展开讨论,然后报告小组结果。通过这项活动,着重培养学生运用英语获取、处理信息,解决实际问题的能力,激发其学习兴趣,同时也进一步激励学生关爱生命、关爱地球,鼓励他们用文化知识和科学技术武装自己,为保卫我们的地球,改善人类的生存环境做贡献。学生们通过参与合作来完成任务,不但有利于促进知识与技能的进一步形成和巩固,还交流了感情;同时,他们也体验了团体精神的魅力和成功的乐趣,进而增强了自信心,达到了共同提高与合谐发展的目标。四、Homework Assignments:学会积累,促进转化。针对本节课教学内容,我设计了两项课后作业题。第一项是要求学生课后熟读课文,并复习生词及一些有用表达法。第二项是要求学生根据所给关键词(key words),发挥想象,写成一篇 50-100 词的小文章,旨在让学生在动笔的过程中对所学内容回头望、再思考,以达到熟练掌握,灵活运用,将
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