高中英语-《In-Search-of-the-Amber-Room》教学设计学情分析教材分析课后反思

Unit1CulturalrelicsReading:InSearchoftheAmberRoomAnalysisofteachingmaterialsThisperiodismainlyabouttheintroductionofculturalrelicsbothinChinaandforeigncountries.Tobeginwithshowingsomefunnypictures,studentswillbemoreinterestedinit.Workingingroupsandsharingideaswitheachotherwillbehelpfulforstudentstograspthelanguagepointsinthislesson.AnalysisofstudentsThestudentsareofdifferentlevels.Thislessonisabouttheplacesofinterestsanditcaneasilyarousestudents’interest.Whilereadingthepassage,studentsneedtofinishseveraltaskstogetthekeypointsofthislesson.Teachingaims:Studentscanpredictthecontentofthepassagebasedonthetitle.Studentscansummarizethepassagewiththehelpofthecluesofthepassage.Studentscanimprovetheirskimmingandscanningabilityandexercisetheirlanguageskills.Studentscanhaveageneralunderstandingaboutculturalrelics.Teachingkeyanddifficultpoint:Howtoimprovestudents’abilitytoskimandscanthepassage.Teachingmethods:1.

Task-based

teaching

method

2.

Cooperative

learning

Teachingprocedures:Step1Presentation1.Greetings.2.Previewsomewordsandphrases.设计思路：通过简单问候拉近与学生的距离。通过对单词和短语的预习扫清阅读时的障碍。Step2WarmingupShowstudentssomepicturesabouttheAmberRoomandamber.设计思路：通过展示图片吸引学生注意，激发学生的兴趣。Step3Pre-readingLookatthetitleandthepicture.PredictwhatinformationabouttheAmberRoomthepassagewilltalkabout.设计思路：通过文本题目和图片对文本内容进行预测，引起学生对文本内容的好奇。Step4While-readingFastreading:Inwhatkindoforderisthepassagewritten?Whatdoesthetextmainlytalkabout?设计思路：让学生通过快速浏览全文意识到文本内容的写作是按照时间顺序进行的，进而归纳出文章主题，引出下一步活动。Carefulreading:Task1ReadthesentencetogetherandfindtheinformationabouttheAmberRoomfromthesentence.FrederickWilliamI,theKingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.Itwasthe____________.Ithada(n)______________.设计思路：通过对第一句话中琥珀屋信息的寻找，引出文章中的两条线索：greatestgift和amazinghistory，为下一步的活动做铺垫。Task2Whydoesthewriteruse“greatest”todescribethegift?Readpara-graph1andusethekeywordsandphrasesintheformtofindtherea--sons.thegreatestgift(para.1)DescriptionAspectsWordsandphrasesPhysicalappearancematerialbemadeofcolorlikedesigninthe....styledecorationbedecoratedwithtimeIttakessb.sometimetodosth.设计思路：通过第一段的阅读找出作者将琥珀屋称之为“greatest”的原因。Task3anamazinghistory(para.2-5)TimeCharacters(Who)Events(what)unknown______theAmberRoomin1716_______theAmberRoomto...in1770____________theAmberRoomin1941_______theAmberRoomin2003_______theAmberRoom设计思路：通过2-5段的阅读找出文中涉及到了哪些人物以及他们对琥珀屋做了什么进而找到琥珀屋令人惊奇的历史。与此同时，教师在黑板上画出时间线，将表格中所涉信息和文中部分细节呈现在黑板上，从而让学生对琥珀屋的历史有更充分的了解，也为下一步的活动做出铺垫。Task4Accordingtothetimeline,thinkabouttherelationshipbetweenthetwocountriesindifferenttime.gave→asymbolof____________stole→asymbolof____________rebuilt→asymbolof____________设计思路：通过对琥珀屋背后两国关系的探究引出教师下一步对文化遗产的解释。T:NowweknowtheAmberRoomhasseenthehistoryofthetwocoun-tries.Itissomethingvaluable,somethingthathassurvivedforalongtime,somethingthatremindsusofthepast,somethinglikeYuanmingyuan.Sowecanitaculturalrelic.设计思路：教师通过对琥珀屋性质的分析，引出本单元主题“文化遗产”的概念，同时也为课后作业做铺垫。T:Aftercarefulreading,Ithinkwecancheckyourpredictions.设计思路：经过细读之后，学生可以对读前预测活动的正确与否进行判断。LanguagepointsThiswasatimewhenthetwocountrieswereatwar.eg.Thiswasatimewhen________________________.Thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg.eg.Thereisnodoubtthat_______________________.设计思路：通过对文中两个重点句型的简单讲解和练习，检查学生对文本的理解。Step5Post-readingTask1Doasummarytoconsolidatethepassage.FrederickWilliamIcouldneverhaveimaginedthathis______gifttothe_______peoplewouldhavesuchan______history.Theroomwasdesignedforthe____ofFrederickI.Then,it__________FrederickWilliamI.However,he_____ittoPetertheGreatasa____.Inreturn,theCzarsenthimatroopofhisbest______.Sotheroomservedasa_____.Later,CatherineIIhadtheroom_____________anditwasconsideredoneofthe_____intheworld.In1941,theNaziarmy_____theroom.Thiswasatime_____thetwocountrieswereat_____.Thereisnodoubt_____whathappendtotheAmberRoomremainsa______.In2003,theRussiansandGermans_____theAmberRoom.Task2Afterfinishingthesummary,retellitaccordingtothekeywordsandphrases.Keywordsandphrases:FrederickWilliamI;couldneverhavedone;greatest;Russian;amazingbedesignedfor;palace;FrederickI;belongto;FrederickWilliamI;give;PetertheGreat;gift;inreturn;soldier;serveas;CatherineII;havesth.done;consider;wondertheNaziarmy;steal;Thiswasatimewhen;war;Thereisnodoubtthat;mystery;rebuilt设计思路：通过文本总结来巩固学生对文本的理解，通过背诵来强化学生的理解并且锻炼学生的语言表达能力。Step6HomeworkReviewthewordsandphrases.Isitworthrebuildingtheculturalrelics,suchastheAmberRoomorYuanmingyuan?Writedownyouropinionsandreasons.InsearchoftheAmberroom的学情分析【学情分析】高一学生正处在初中到高中的过渡时期，大多数学生比较遵守纪律，求知欲较强。本篇课文与学生的生活联系不是比较紧密，但多数学生比较感兴趣，课堂气氛活跃。个别学生没有明确的学习目标，学习习惯不好，缺乏持之以恒的学习精神。就本节课来说，学生都具有一定的积极情绪状态，但对文化遗产的认识不深刻，不全面。通过对课文的进一步阅读，学生对文化遗产和琥珀屋有比较更多的了解。阅读技能和知识面得到相应的提升，引导学生正确的对待文化遗产，培养积极健康的情绪，对学生的健康成长有重要作用。InsearchoftheAmberroom【效果分析】1、在教学目标的落实上，教学设计真正重视了对学生情感、态度、价值观和能力的培养。学生能认识情绪的类型、因素及影响，运用教材中的典型事例，创设情境，激发学生的兴趣，引起学生的共鸣。2、在教学方式上，教学设计真正体现了自主学习、合作学习、探究学习的教学理念。创设了多个有利于学生合作学习、主动探究的教学情境，把学习的主动权完全交给学生，鼓励和引导学生在具体的教学情境中积极思考，大胆实践，锻炼和提高了学生自我提出问题、分析问题和解决问题的能力，使学生真正成为学习的主人，收到了寓教于乐的良好教学效果。在处理教与学的关系上，整个教学设计首先是充分尊重和发挥学生主体性，教师在学生寻求知识的过程中不断地给学生提供相应的帮助和启示，课堂中的每一个结论的获得都是学生自己探究获得的。学生根据自己积淀的知识与生活经验获得新知，从而加深了对教材的理解与记忆。InSearchoftheAmberRoom教材分析【教材分析】本单元的话题是“文化遗产”，整个单元的语言知识和技能都是围绕着这一主题设计的，阅读部分介绍了俄罗斯稀世之宝“琥珀屋”的有关史实。主要内容是：琥珀屋的来历和构造过程，为什么普鲁士国王把它赠给了沙皇，它是如何成为稀世珍宝的，它在二战的神秘失踪以及重建问题。通过真实有趣的内容，不仅让学习者在阅读中学习有关的语言知识，提高阅读理解的技能，还增加了学生对琥珀屋作为文化遗产的历史知识的认识。InSearchoftheAmberRoom的课堂练习Task1ReadthesentencetogetherandfindtheinformationabouttheAmberRoomfromthesentence.FrederickWilliamI,theKingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.Itwasthe____________.Ithada(n)______________.Task2Whydoesthewriteruse“greatest”todescribethegift?Readpara-graph1andusethekeywordsandphrasesintheformtofindtherea--sons.thegreatestgift(para.1)DescriptionAspectsWordsandphrasesPhysicalappearancematerialbemadeofcolorlikedesigninthe....styledecorationbedecoratedwithtimeIttakessb.sometimetodosth.Task3TimeCharacters(Who)Events(what)unknown______theAmberRoomin1716_______theAmberRoomto...in1770____________theAmberRoomin1941_______theAmberRoomin2003_______theAmberRoomanamazinghistory(para.2-5)Task4Accordingtothetimeline,thinkabouttherelationshipbetweenthetwocountriesindifferenttime.gave→asymbolof____________stole→asymbolof____________rebuilt→asymbolof____________LanguagepointsThiswasatimewhenthetwocountrieswereatwar.eg.Thiswasatimewhen________________________.Thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg.eg.Thereisnodoubtthat_______________________.Insearchoftheamberroom课后反思Insearchoftheamberroom这一堂课我从当下流行的文化遗产，时尚装饰作为导入，极大地调动了学生对本堂课的学习兴趣和积极性。我紧紧依靠任务型教学法和交际教学法，又辅以小组合作学习、讨论、自主探究等各项教学方法，极大地增加了学生的参与度、提高了英语阅读教学的