高中英语-Unit-1-Cultural-relics教学设计学情分析教材分析课后反思

教学设计TeachingPlanTeachingobjectives:Bytheendofthisclass,studentswillbeableto1.figureoutthehistoryoftheAmberRoom.2.judgethewritingpurposeandtheintendedreaderofthepassage.3.expressideasthroughcriticalthinking.Mainanddifficultteachingpoints:Mainteachingpoints:1.Throughtextanalysis,helpthestudentstoknowthehistoryoftheAmberRoomanditsdifferentrolesinhistory.2.Furtherunderstandthetextforthewritingpurpose,intendedreaders,andtextstructure.Difficultteachingpoints:AnalyzethepassagestructureandexpresstheirideasaboutrebuildingtheAmberRoom.Teachingmethods:Task-basedlanguageteaching;CommunicativeteachingmethodTeachingaid:Themulti-mediacomputerTeachingprocedures:Step1.Leadingin.(Letthestudentsinterestedintheclass.)Part1:WatchashortnewsreportaboutNotreDameCathedralfiretoletstudentsknowmanyculturalrelicssufferalotinhistorysuchastheAmberRoom.Part2:GetstudentsknowwhatisamberanditsfeaturesandgetthebriefthattheAmberRoomisextremelyvaluableandprecious.Part3:Predictthecontentsthroughthetitle:InsearchoftheAmberRoomStep2.TextAnalysisPart1:TheanalysisofthefirstparagraphFirstly,chooseonestudentreadthefirstsentenceandletstudentsfindthekeywordswhichcanpredictwhatwouldtalkaboutinthefollowingtext.“FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.”Secondly,guidestudentstofigureoutthatthetopicofthisparagraphisthegreatestgiftandthetopicofthesecondpartisanamazinghistory.Thirdly,readthefollowingsentencestoknowwhataspectsdidtheauthordescribetheAmberRoom?Tohelpthemfindtheanswers,askstudentstounderlineusefulinformationontheirtext.(material,color,design,decoration,maker,timecost,birthplace)

Part2:TheanalysisofthefollowingparagraphsFirstly,readPara.2-5andfindoutdifferentownersoftheAmberRoomandwhatdidtheydointhisamazinghistory.(FrederickI---FrederickWilliamI---PetertheGreat---CatharineII---Nazi---Russians)Secondly,readtheseparagraphsagainandfigureoutthedifferentrolesoftheAmberRomoritsfateineachperiod.(palace---gift---receptionhall---onewonder---victimtothewar---museum)Thirdly,guidestudentsunderstandthethreadandtransitionofthisparttoclearthestructureofthetext.Fourthly,askstudentsusesomewordstodescribetheAmberRoom.Step3.PragmaticAnalysisAskstudentsdiscusswiththeirdeskmatesorthestudentsaroundthemWhydidtheauthorwritethisarticle?Whoaretheintendedreadersofthisarticle?Howdidtheauthororganizethisarticle?

What’stheauthor’sattitudetorebuildingtheAmberRoom?Step4.CriticalThinkingGroupdiscussion:ShouldwerebuildYuanmingyuanjustastheAmberRoomandNotreDameCathedral?

Ithink/don’tthinkitisworthrebuilding…because...

Sorry,Iagree/don’tagreewithyou,inmyopinion…because...Step5.Assignment

1.IntroducetheAmberRoombrieflywiththehelpofthetimeorder.

2.OrganizeyourargumentsaboutrebuildingYuanMingyuanandturnthemintoashortpassageof100words.

学情分析一、授课主体授课班级为高一学生，经过一个学期对高中生活的适应，学生逐渐适应高中课堂。二、授课主体成员、构成班级成员共24人。英语水平较高，总体成倒三角分布，绝大多数同学在中上等水平，能听懂英语授课，能紧跟教师的教学节奏并给出适当回应。个别同学对于教师的英文授课尚在适应阶段。三、学生阅读水平擅长阅读短篇故事。对故事情节的把握比较准。会借助topicsentence预测基本的文章大意，理顺文章发展脉络和篇章结构。首次接触到语用分析，学生思考时间以及效果有待加强。针对这样的情况，我应当在课前给予适当的铺垫并有必要在课后进行适当的巩固训练。四、学生学习习惯学生不重视课前复习和课下复习，学习的主动性和自主性不够，学习上依然存在懒惰的思想。对开口说英语还存在畏惧心理。部分学生还没有形成自己的阅读体系和有效的学习方法。五、学生优势学生单纯可爱，能积极配合老师，主动参与活动。即使是水平不高的同学，也能参与其中。同学们对于在课堂上遇到的问题能主动求助老师，积极与老师沟通和交流。教材分析本篇文章选自2007版人教教材，每个单元围绕一个主题，进行Warmingup,Pre-reading,Reading,Comprehending,LearningaboutLanguage,UsingLanguage,Summingup,LearningTip,ReadingforFun共九个环节。本节课属于阅读课主要处理Reading文本。本单元的话题是“文化遗产”。内容涉及文化遗产的含义、特点、种类、归属以及如何更好地保护好文化遗产等话题。整个单元的语言知识和语言技能学习都是围绕这一主题设计和展开的。Warmingup部分要求学生对文化遗产的概念、本质特点以及基本类型等问题进行思考。目的是让学生对本单元学习的中心话题有一个比较全面的了解，为随后的学习做好准备。Pre-reading部分将话题引到琥珀上，从而为阅读部分要讲到的琥珀屋做铺垫和准备。Reading部分介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。主要内容：琥珀屋的来历和建造过程；为什么普鲁士国王把它赠给了沙皇；他是如何成为奇世珍宝的；琥珀屋在二战中的神秘失踪和琥珀屋的重建。通过真实有趣的内容，不仅让学习者在阅读过程中学习有关的语言智慧，提高阅读理解的技能，还增强了学生对琥珀屋作为文化遗产的历史知识的认识。与此同时，还应增强对阅读文章篇章结构的理解。课标分析2017年教育部颁布的新课程标准指出：“指向学生学科核心素养的英语教学应以主题意义为引领，以语篇为依托，整合语言知识、文化知识、语言技能和学习策略等学习内容，引导学生采用自主、合作的学习方式，参与主题意义的探究活动，并从中学习语言知识，发展语言技能，汲取文化营养，促进多元思维，塑造良好品格，优化学习策略，提高学习效率，