英語：必修2-unit3-amazing-people-reading說課課件(譯林牛津版)

AmazingpeopleTheanalysisoftheteachingmaterialsAbouttheunit.ThethemeofthisunitisAmazingpeople,inwhichmanyamazingpeoplearementionedinthisunit.Theteacherletsthestudentstellsomethingaboutsomefamouspeoplesuchasidentification,education,experience,andtheircontributionstotheworld.Bytalkingaboutthesefamouspeople,thestudentswillknowthegoodqualitiestobecomeafamousperson,andtrytoworkhardatstudyandformgoodhabits.Themainlanguagedrillsaredesignedandcarriedoutonthegroundofthetheme.Studentsusuallyshowtheirinterestsinthetheme,whichisgoodfordevelopingtheirabilitiesandskills.TheanalysisoftheteachingmaterialsAbouttheperiod.Mylessonisthesecondperiodofthewholeunitcoveringpre-reading,readingandcomprehensionofthetext.ForthisreadingpassageAmazingpeople,whichisaboutafamousperson---HowardCarter.IintendtohelpSsdealwithsomeimportantwordsandexpressionsforabetterunderstandingaboutthepassage,somedifficultsentencesinvolvedindifferenttenseswhicharerelatedtotheGrammararealsoneededexplaining.Sotwoperiodsareneeded,Thisisthefirstperiod,whichfocusesontheunderstandingofthepassage.Nextperiodwewilldealwiththelanguagespoints.TheanalysisofstudentsDifferenttensesareusedinthepassage,studentsmayfeelconfusedwhileunderstandingthetext.SothisperiodIamintendedtohelpimprovetheSs’readingabilitiesandletthemhaveabetterunderstandingofthepassage.Teachingaims1.Teachingaims:

Tomasterusefulwordsandexpressions:brave,adventurous,bright,

curious,sail,preserve,empty,present,disturb,result,examine,certainbecuriousaboutsearchforbeknownasaswellasbythetimeemptyofUpondoinggooutresultinhavesomethingtodowithTeachingaims2.Abilitydeveloping:TodevelopSs’abilitiesoflistening,speaking,readingandwriting.Totrainabilitesofworkingingroups/developabilitiesofcommunicationbylearningusefulstructures3.Emotionaltraining:TodevelopSs’curiositytoexploretheworldandformcreativeandcomprehensiveabilitiesaswell.Teachingimportantpoints1.HelpthestudentstocommunicatewitheachotherandexpresstheiropinionsinEnglish2.Enablethestudentstodevelopsomereadingstrategies-----predictinginformationTeachingdifficultpointsHowtoteachthepassageasawhole2.Howtohelpstudentstogetthegeneralideaofeachparagraph.3.Toknowaboutthetensesusedinthispassage.TeachingmethodsDiscussionTask-basedmethodSummarizingmethodTeachingAidsThemultimediaTheblackboardTeachingproceduresLead-inSkimmingCarefulreadingProductionFurtherunderstandingSummaryHomeworkStep1.Lead-in1.WhatisEgyptfamousfor?2.Arethereanypeopleburiedinthem?3.Arethereanytreasuresinsidethetombsofthepyramids?4.Havethetombseverbeenrobbedoftreasuresbypeople?Lead-inHowardCarterAbriefintroductiontoHowardCater

Step2.Scanning（listening)

1.Whatisthearticleabout?2.WhatwasthenameoftheEgyptianKingwhosetombCarterfound?3.WhathappenedtosomeofCarter’steammembersafterthetombwasopened?

Step3.Detailedreading1.HowardCarterwasshy.2.Hisfathertaughthimtowrite.3.HowardCarterworkedinEgyptinthe1920s.4.HediscoveredthetombofTutankhamunwhenhewas17.1)Identifywhichstatementsaretrueandwhicharefalse.(P44)FTFF5.Theexplorersdecidedtoleavethetreasureinthetomb.6.Carter’spetbirdusuallybroughthimgoodluck.7.HowardCarterdiedwhenhewasyoung.8.Itisbelievedthatthemummy’scursemakesthosewhoenterEgyptill.FTFF2)Summariesoftheparagraphs(P44)Paragraph1____Paragraph2____Paragraph3____Paragraph4____Paragraph5____Paragraph6____Paragraph7____Paragraph8____edagfhcbStep4.Furtherunderstanding1)ExerciseD(P44)Answer:fcbdae2)Pickouttheexpressionsinthepassage.(Groupwork)becuriousaboutbeknownasaswellas……Step5.Production

(Task-basedreading)_______________________________In1891HowardCarterCarterset____forAlexandria.Bythe1920s.HowardCarterHehadbecameaexplorer,______forthetombs,healsofoundmanyjewels,goldandthe______bodiesin_________HowardCarterTheyfoundthetombofKingTutankhamun.________Ithadledthemtotheplace,was______byasnake.LordCarnarvonWhowasalsodied,Atthemomentofhisdeath,thelights_____outinCario,hisdogdiedatthesametime._________Hehadahighfeverthefollowingday,12hourslater,hewasdead.conclusionInsidethetomb,therearemanyviruses.Whenthetombisopened,freshairdisturbstheviruses,Ifpeople______in,they______inillness.Step6.SummaryStep7.Homework.Readthepassageagain,lookuptheimportantwordsandsentencesinyourdictionaryandinyourreferencematerials.TrytofindmoreinformationabouttheancientEgypt.Blackboarddesign:Unit3AmazingpeopleStep1.Lead-inStep2.ScanningthreequestionsStep3.Carefulreadingsomedifficultwords,expressionsStep4.ProductionStep5.HomeworkThankyouverymuch!；/AG亞游集團(tuán)orz81msr之后，就將墊在門檻兒兩邊兒的斜坡鏟掉了，隨手將院門關(guān)上。此時，耿英已經(jīng)將三人的所有衣物和這些年以來買的所有書籍都仔細(xì)規(guī)整好了。見哥哥和弟弟將騾車和壽棺等都置辦齊了，就吩咐他們?nèi)ハ词植聊樅人⒁幌?，自己先將所有的香火、紙錢、點心、水果等祭祀用品用一個大包袱包起來。然后，再用剪刀把所有的金紙和銀紙都剪成三角形狀，又?jǐn)嚵诵“肱鑳簼{糊。簡單吃了點兒午飯后，兄妹三人就在平板車上將棺頭彩繪貼好了，再由耿正滿蘸墨汁，端端正正地在彩繪的右上豎行書小楷：先考：居中豎行書大楷：耿得喜；左下豎行書小楷：歸家。再書寫一副挽聯(lián)貼在棺頭彩繪旁邊的壽棺邊框上，其上下聯(lián)分別為：高風(fēng)傳鄉(xiāng)里，亮節(jié)昭后人；橫批：風(fēng)范長存。最后，兄妹三人又將剪成三角形狀的金紙和銀紙隨意地貼在壽棺的其余表面上。完成壽棺的外包裝后，兄妹三人就將所有的金條和其余的封銀全部碼在壽棺的底部，并且將準(zhǔn)備帶回家的所有貴重物品也平攤開了鋪在金條和封銀的上面，再在上面鋪上