cultural relics教案

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1、教案設(shè)計 普通高中課程標準試驗教科書 英語2 （必修） Unit 1 Cultural relics 課型：1. Warm-up and Speaking 2. Pre-reading and Reading 3. Language points 4. Grammar 5. Using language 6. Listening and Writing 授課時間： 45分鐘/節(jié) 總體目標：培養(yǎng)學生良好的學習習慣，通過識別、理解、推理、概括、重構(gòu)、闡述六個層面提升語言運用能力, 結(jié)合廣東高考的特點，把各種高考

2、題型貫穿到單元教學中，逐步提高學生運用語言的能力。 教學配合資源： 《名師指津》、英語教師網(wǎng) 教學設(shè)計與實施：平遠中學高一英語備課組 謝舒娜 肖玉芳 林麗萍 BookⅡ Unit1 Cultural relics 設(shè)計教師：梅州市平遠中學 謝舒娜 肖玉芳 林麗萍 教學年級：高中一年級 教材版本：普通高中課程標準試驗教科書（必修2） 人民教育出版社出版 一、學生分析：學生分析本單元的設(shè)計與實施是建立在學生經(jīng)過半個學期的高中學習生活，學習完必修一知識的基礎(chǔ)之上，學生已經(jīng)初步

3、適應(yīng)了在活動與任務(wù)中學習英語以及如何處理語言知識與活動開展的關(guān)系，他們也逐步形成并培養(yǎng)了一定的小組合作學習及自主學習的能力。對于高一上學期的高中學生來講，該話題比較陌生，但比較吸引人。學生盡管對這篇文章的理解有一定難度，如琥珀屋如何成為稀世珍寶，它在二戰(zhàn)中的神秘失蹤等，但通過教師對于文章篇章結(jié)構(gòu)的理解和失蹤的來龍去脈的解讀，學生不但能主動探究，并且對于文化遺產(chǎn)有更進一步的了解。 二、教材分析：本單元以cultural relics為話題，旨在通過單元教學使學生了解世界文化遺產(chǎn)，學會描述它們的起源、發(fā)展和保護等方面的情況，復習并掌握定語從句，能在英語口語交際過程中判斷別人給出的依據(jù)，并給出自己

4、的觀點，能回信并就如何保護和處理世界文化遺產(chǎn)給出自己的觀點。 1.Warming up部分首先讓學生對文物的定義有所了解，然后讓學生討論文物所應(yīng)具有的特點，在此基礎(chǔ)上讓學生看幾幅圖片，進一步討論“是不是只有像花瓶這樣的東西才算是文物，建筑物算不算文物”這個問題。 2.Pre-reading部分是Reading的熱身部分，設(shè)計了兩個問題讓學生對琥珀進行初步的了解。第一個問題是你見過琥珀嗎？對它了解多少？第二個問題是讓學生通過課文標題和圖片預測文章的主要內(nèi)容。 3.Reading是關(guān)于尋找丟失了的普魯士國王威廉一世送給俄羅斯沙皇的那個琥珀屋的建立、被毀、重建的整個歷史。設(shè)

5、計這篇文章的目的是讓學生從文化遺產(chǎn)的歷史中，體驗人類文明發(fā)展的過程，提高學生保護文化遺產(chǎn)的意識。進行了整體評價(exercise 2)0由易到難，有較好的梯度，全面考查了學生對文章的理解。 4. Learning about Language分Discovering useful words and expressions和Discovering useful structures兩部分。其中第一部分的Exercise 1根據(jù)英語解釋，寫出對應(yīng)的單詞。Exercise 2練習belong to的詞義和用法。Exercise 3練習介詞at的用法。第二部分的Exercise 1從文中找

6、出7個含that /which /who /where /when的定語從句。Exercise 2 Join the pairs of sentences using that／which /who /whose /where /when without commas（限定性定語從句）。Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas（非限定性定語從句）。 5. Using Language分Reading，Listening and Writing和Speak

7、ing and writing和Reading and writing三部分。在第一部分的Listening中要求學生take notes while listening進一步提高聽力水平。第二部分中speak and write down a short list of reasons for your choice.練習這種句型It can be proved that---because---第三部分Read a letter from a German newspaper and write a reply to this letter and give a reason why yo

8、u agree or dont agree with the writer. 6.Summing up從四個角度：有用的動詞，動詞短語，其他的表達和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學的有關(guān)文化遺產(chǎn)方面的知識。 7. Learning tip建議學生親自去博物館看一些中國文化遺產(chǎn)，并主動擔當導游向外國游客介紹這些文化遺產(chǎn)，同時練習英語口語，并向外國游客學習英語同他們交朋友。 三、教材重組 1.將Warming up和speaking 整合成一節(jié)課。Speaking部分關(guān)于詢問和表達自己觀點的句型對于高一學生來說并不陌生，并和我們?nèi)粘Ｉ钕⑾⑾嚓P(guān)

9、。所以把本單元的Speaking 提前至第一課時并不會給學生帶來學習障礙，而且還能激發(fā)學生對本單元的學習興趣。 2. 將Pre-reading和Reading整合成一節(jié)閱讀課，培養(yǎng)學生閱讀能力。 3.language points語言點課，培養(yǎng)學生用詞造句能力，提高寫作水平 4. grammar語法課，復習限制和非限制性定語從句，旨在培養(yǎng)學生運用定語從句能力，提高寫作水平。 5.using language 區(qū)分什么是事實，什么是觀點，培養(yǎng)學生思考辨別能力 6. listening，speaking and writing，把課文練習冊部分的聽力設(shè)計成聽說考試部分

10、中角色扮演的形式，聽后提問，回答問題，培養(yǎng)學生聽說的能力，有目的性的提高口語水平，寫作部分針對高考的5句話的基礎(chǔ)寫作，把本單元重要的詞語，句型運用于寫作，活學活用。 課時設(shè)計與課時分配 （經(jīng)教材分析，根據(jù)學情，本單元可用6課時完成） 1st period Warming up and Speaking 2nd period Pre-reading &Reading 3rd period language points 4th period grammar 5th period using language 6th period

11、listening, speaking and writing 以上課時分配與教材重組，結(jié)合本校學生實際和當前廣東高考，把高考題型（語法填空、基礎(chǔ)寫作、任務(wù)型寫作中的概括大意、以及聽說考試中的模仿朗讀、“三問五答”、根據(jù)關(guān)鍵詞復述短文）巧妙地貫穿于單元教學中，這也是這一單元教學設(shè)計的亮點。 四、教學目標Teaching goals Ｉ．技能目標 Skill Goals Talk about cultural relics Review attributive clauses, including restrictive and non- Write a short

12、reply to a letter and give your opinion Take notes and judge who gives the best evidence restrictive attributive clauses II． 目標語言Target Language 功 能 句 式 Expressions used to give opinions I think highly of... I dont agree that… I must say that I (dont ) agree with you.

13、 As far as Im concerned, I think... As I see it... Dont you agree /think (that)...

14、 I cant help thinking (that)... I would like to say... In my opinion／view... Personally, we

15、should… Well, obviously we should… 詞 匯 四會詞匯 cultural, survive, remain，state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light,mirror, wonder,

16、 remove, furniture; secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure，besides 2．認讀詞匯 relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar, St Petersberg, Catherine, Konigsberg, Baltil Sea, Leningrad, Jan Hasek,Anna

17、Petrov, mystery 3.詞組 look into, belong to, in search of, in return, at war, take apart, think highly of 4.重點詞匯 belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion 語 法 The attributive clauses with which/who/where/when

18、 A cultural relic is something that has survived一 This gift was the Amber Room, which was given this name because... Later，Catherine 1I had the Amber Room ... outside St

19、Petersburg where… This was a time when the two countries were at war. In 1770, the room was completed the way (that) she wanted it. 重 點 句 子 1. Frederick William I, the king of Prussia could never have imagined t

20、hat．… 2. It was made for the palace of Frederick Ⅰ. 3. In return, the Czar gave the king of Prussia 55 of his best soldiers.

21、 8. This was a time when the two countries were at war. 5. There is no doubt that the boxes were then put on a train for Konigsberg，… 6.1

22、think highly of those who are searching for the Amber Room 難 句 1.However，the next king...to whom the amber room belonged,…. 2. After that, what really happened to the Amber Room remains a mystery. 3.Later,CarherineⅡhad the amber room…where she spend her summers. 1. 在讀和說的訓練中，學會表達自己觀點的句型和詞匯。

23、 2. 主動制定本單元學習計劃，客觀評價自己的學習效果，在課內(nèi)外活動中積極用英語交流，有效地使用詞典、網(wǎng)絡(luò)等媒體資源來獲得更多有關(guān)歷史文化遺產(chǎn)的英語信息。 3. 在閱讀訓練中，學會概括各段落大意和文章的主要內(nèi)容。 III. 學習策略Strategy IV、情感態(tài)度和價值觀Affect and Values 了解有關(guān)琥珀屋的歷史故事，并通過學這一單元了解一些國內(nèi)外的文化遺產(chǎn)，逐步增強保護文化遺產(chǎn)的意識 Ⅴ、教學重點Teaching Important Points 1.本單元的生詞、短語和重點句型、限制性定語從句和非限制性定語從句。 2.了解關(guān)于琥珀屋的歷史故事。 3.讓

24、學生了解琥珀屋的歷史，并通過學這一單元了解一些國內(nèi)外的文化遺產(chǎn)，逐步增強保護文化遺產(chǎn)的意識。 4.培養(yǎng)學生聽說讀寫能力。 Ⅵ、教學難點 Teaching Difficult Points 1. 了解有關(guān)琥珀屋的歷史故事，逐步增強保護文化遺產(chǎn)的意識。 2.學會詢問別人意見和表達自己意見。 3.掌握語法：定語從句。 4.培養(yǎng)學生聽說讀寫能力。 The 1st period: Warming up & Speaking教學設(shè)計 設(shè)計教師：平遠中學 謝舒娜 教學年級：高中一年級 課題名稱：Book 2Unit 1Cultural relics 課型：

25、Warming up and Speaking 教材版本：普通高中課程標準試驗教科書 (必修2) 人民教育出版社出版 授課時間：45分鐘 一、學生分析：我校采取分層教學的形式，本人所任教的 高一（6）、（7）班屬于普通班，由于各種因素的影響，學生發(fā)展參差不齊，特別是英語，有少數(shù)學生因為基礎(chǔ)不夠好，學習很吃力而自暴自棄。理科班男生較多，學生的情緒容易激發(fā)，課堂上，老師容易掌控學生的學習進度。總之，結(jié)合任教班級實際，教學上還得因材施教。 二、教材分析 Warming up中的材料提出幾個問題：1、你知道什么是文化遺產(chǎn)嗎？2、文化遺產(chǎn)通常是稀少和珍貴的嗎？它必須

26、存在了很長時間嗎？3、文化遺產(chǎn)必須是物品或者是建筑物嗎？這個問題還給出四幅圖片（青花瓷、泰姬陵、象牙龍舟和莫高窟）讓學生討論他們是否屬于文化遺產(chǎn)。其作用有二：一是統(tǒng)領(lǐng)全單元“文化遺產(chǎn)”的主題，二是引導學生建立對文化遺產(chǎn)的概念，拓寬知識面，樹立正確價值觀和保護文物意識。 Speaking部分給出一些詢問別人看法及表達自己觀點的句型，這些句型不僅能夠為學生做口語練習時提供參考，還有助于學生對常用句型的積累。由于這些句型都是比較簡單基礎(chǔ)的結(jié)構(gòu)，其中的大部分對于高一學生來說都已經(jīng)接觸過，詢問和表達觀點也是和我們?nèi)粘Ｉ钕⑾⑾嚓P(guān)的話題，所以把本單元的Speaking 提前至第一課時并不會給學生帶來學習

27、障礙。 將這兩部分整合成一節(jié)課，旨在通過討論，鍛煉學生的口語表達能力，并激發(fā)學生對本單元的學習興趣。 三、教學目標Teaching goals 1． 語言知識（Knowledge objectives） a. 重點詞匯 cultural, rare，valuable，survive, dynasty，consider, opinion, evidence, besides b. 重點句子 1. Is it enough to have survived for a long time? 2. I think …is telling the truth because…

28、2．能力目標Ability goals a. Learn Warming Up, and know what a cultural relic is. b. Learn the way to ask others’ opinion and the way to express one’s opinion 3．學能目標 Learning ability goals Teach students how to talk about cultural relics. 4. 學習策略（Strategy） a. Group work to encourage the students t

29、o participate in class activities. b. Make a dialogue to make the students practice oral English . 5、情感態(tài)度和價值觀（Affect and values） a. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics. b. Develop students’ sense of group cooperation and team

30、work. 四、教學重點Teaching important points a．Some useful words and structure . b. Let the students learn how to ask for opinions and give opinions. 五．教學難點 Teaching difficult points a．Get students to know what a cultural relic is. b. Develop students’ speaking ability. 六、教學方法Teaching methods Insp

31、iration, Questioning, discussion and enjoy some pictures of cultural relics. 七、教具準備Teaching aids A computer, a projector, and some slides 使用多媒體教學，從網(wǎng)上下載部分相關(guān)材料，制作幻燈片課件呈現(xiàn)教學內(nèi)容，增加教學的直觀性，使教學節(jié)奏緊湊，信息量充足，以便刺激學生獲取信息的多種感官，調(diào)動學生的學習積極性，提高學生學習英語的效果。 八、教學過程與方式 Teaching procedures & ways Step1：Check the new

32、 words and expressions （附隨堂練習，檢測學生對新單詞短語的掌握程度） Step2：Free talk（與學生互動，組織學生討論，引入本單元的話題） T: Now, class, look at the title of this unit. Tell me what the topic is. S: Cultural relics T: Do you know what cultural relics are? (Students’ answers) T: Does a cultural relic have to be rare and valu

33、able? (Students’ answers) T： Then can you give some examples of the cultural relics that are in need of being protected? S:(The Great Wall; The pyramids in Egypt; Angkor Wat……..) T: Ok, now I will show you some pictures to see whether you know them. Step 3 Show some pictures of cultural reli

34、cs in abroad and China. (展示相關(guān)圖片，使學生更直觀形象理解文化遺產(chǎn)的概念) T: There are many cultural relics in China and abroad. Can you name some of them? S:(Suggested answers: the Summer Palace in China; Big Ben in London, England; Eiffel tower, France, etc.) ……. Step 4 (歸納概念,培養(yǎng)學生歸納概括的能力) What is the definition an

35、d classification of cultural relics? （為了降低難度，采取填空的形式歸納要點更適合高一學生。） It is a part of something old that has remained when the rest of it has been destroyed. It tells people about the past. It has survived for a long time. Step 5 :（組織學生做對話練習，鍛煉口語，激發(fā)學生思維，活躍課堂氣氛。）Make a dialogue 1.向?qū)W生呈現(xiàn)本節(jié)課的討論話題：Do

36、you think China should save all of its cultural relics? 2．2人為一組，分別闡述理由說明自己的觀點 3．討論時可參照課本page6有用交際用語來闡述觀點，列舉原因。 （盡量激發(fā)學生發(fā)散思維，尋找理由來支持自己的觀點。） Step 6：Ask some students to give a presentation. 討論結(jié)束后，請幾組學生代表陳述自己觀點 Sample： A: Do you think that China should save all of its cultural relics? B: In m

37、y opinion, I think China should save all of its cultural relics, because we can enjoy the beauty again. A: Sorry, I don’t agree with you. I think if we save all of them, its a waste of money and time. B: I think you telling the truth, every coin has two sides, it has advantage and disadvantage. An

38、yhow, I think we should protect the cultural relics around us. A: I agree with you. Step7：homework: 1：Recite the new words of this unit 2：Preview the reading text 九、板書設(shè)計 Unit 1 cultural relics 參考資料：《英語2教師教學用書》與 英語教師網(wǎng) 教學反思： （一）課堂實施結(jié)果: （1） 教師能完成預計的教學目的.學生也掌握本節(jié)課的教學目標 （2）通過編對話形式，學

39、會詢問和表達自己意見，學生能積極參與對該話題的討論。 （3）通過展示圖片，猜測游戲，討論等方式，讓學生生動形象了解國內(nèi)外的文化遺產(chǎn)，并產(chǎn)生保護文化遺產(chǎn)的意識 （二）不足之處：在小組討論環(huán)節(jié)：你認為中國應(yīng)該保護好所有的文化遺產(chǎn)嗎？并要求學生說出相應(yīng)的理由來支持自己的觀點。學生能積極參與討論，課堂氣氛活躍，但學生列舉理由這一環(huán)節(jié)出現(xiàn)較多表達問題，學生的口語表達能力有待提高。 The 2nd period: Pre-reading &Reading教學設(shè)計 設(shè)計教師：平遠中學 謝舒娜 教學年級：高中一年級 課題名稱：Book 2Unit 1Cultural relics 課型

40、：Pre-reading &Reading 教材版本：普通高中課程標準試驗教科書 (必修2) 人民教育出版社出版 授課時間：45分鐘 一、學生分析：我校采取分層教學的形式，本人所任教的 高一（6）、（7）班屬于普通班，由于各種因素的影響，學生發(fā)展參差不齊，特別是英語，有少數(shù)學生因為基礎(chǔ)不夠好，學習很吃力而自暴自棄。理科班男生較多，學生的情緒容易激發(fā)，課堂上，老師容易掌控學生的學習進度?？傊?，結(jié)合任教班級實際，教學上還得因材施教。 二、教材分析: Reading 這部分由Reading和Comprehending兩部分組成。Reading一文介紹了琥珀屋的由來、

41、普魯士國王為什么會把它當成禮物送給俄國沙皇、琥珀屋是如何成為世界奇觀又是怎樣丟失的、最后為什么會重建等問題。Comprehending中針對課文內(nèi)容從細節(jié)到中心思想，由淺入深地設(shè)計了練習題，可幫助學生真正了解琥珀屋又誕生-丟失-重建的過程。 三. 教學目標Teaching goals 1.語言目標Target language a. 重點詞匯Important words and phrases culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, h

42、eat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart b.重點句子 Important sentence style In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 This was a time whe

43、n the two countries were at war.P2 There was no doubt that the boxes were then put on a train for …..P2 After that, what really happened to the Amber Room remains a mystery.P2 I think highly of those who are searching for the Amber Room. 2.能力目標 Ability goals Enable the students to talk about t

44、he story of Amber Room. 3. 學習目標Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 4. 學習策略（Strategy） a. Group work to encourage the students to participate in class activities. b. Fast reading to make the students g

45、et the main idea of the passage. 5、情感態(tài)度和價值觀（Affect and values） Let the students know the history of amber room, and arise their awareness of protecting cultural relics. 四．教學重點Teaching important points a. words and phrases in this passage. b. to know the history of the amber room. 五．教學難點Teachin

46、g difficult points Talk about cultural relics and what should be done with them 六．教學方法Teaching methods 1. Learning to the tape 2. Group discussion and presentation 3. Multi-functional teaching equipment 七．（教具準備）Teaching aids A recorder, a projector, and some slides 八．（教學過程與方式）Teaching

47、 procedures & ways Step1: Lead in show some pictures and ask: 1. Do you know what amber is? Have you ever seen a piece of amber? 2. What are the things in the pictures made of? then ,the teacher summarize the answers as follows: Amber is a hard yellow brown clear substance. It is often used f

48、or jewels and decorative objects. But can you imagine a room made of amber? Now, look at the title and the picture of the reading passage and predict what it is about. Then skim it quickly and see if you were right. Step2 :Fast reading（訓練學生利用略讀技巧，捕捉文章主要信息的能力） Task 1. The students read the passa

49、ge quickly and summarize the main idea：(用30個詞概括文章大意是高考任務(wù)型寫作要求之一，因此特意設(shè)計填空的形式，既能培養(yǎng)學生的概括能力，又符合高一學生的學情。) It tells us the history of the_______________, a cultural relic of two countries: _________ and________. (amber room, Germany, Russia) Task 2. Read the passage quickly and find out Characters， y

50、ears, and places in the passage. Characters：FrederickⅠ，F(xiàn)rederick WilliamⅠ， Peter the Great，CatherineⅡ Years：1776，1770, 1946, 2003 Places：Prussia Russia Germany ? Task 3：Find out the main idea of each paragraph.(概括段落大意對于高一大部分學生來說可能有些難度，可讓學生參考課本第二頁的EX2，使他們能順利完成閱讀任務(wù)。) Step 3:Careful reading:（

51、利用上下文關(guān)系，理解文章細節(jié)）） Task1: answer the questions: 1. What did these four people do to the Amber Room?(通過人物圖片給學生一些提示) 2. What happened in these four years (1716; 1770; 1941; 2003)?（通過填空的實行是學生了解對每個時間點發(fā)生的事件。） Task 2：Join the correct parts togetherA. stole the Amber Room B. sent a troop of his best

52、soldiers to the King of Prussia C. had the Amber Room made D. had it moved outside St Petersburg. E. gave it to Peter the Great as a gift. F. built a new Amber Room after studying pictures of the old one 1. FrederickⅠ 2. Frederick WilliamⅠ 3. Peter the Great 4. CatherineⅡ

53、5. The Nazi army 6. The Russians and Germans Task3：Find out the details of each paragraph Para.1: The _______ of Prussia gave the Russian people _______________ which was made of seven thousand tons of ________, gold and jewels. Para.2-5 The Amber Room Purpose

54、 It was made not to be a ___________, but for the ___________ of Frederick I. Names of places What is it used for? St. Petersburg (Winter Palace) Summer Palace ______________ For the people of St. Petersburg to ___

55、_______the 300th birthday of the city. Step 4: Step 4: Post-reading: Retell the story. Try to retell the main idea of the text in pairs according to the pictures. (這是檢驗學生閱讀效果的一個重要環(huán)節(jié),通過給出一些圖片和時間事件的提示，幫助學生回憶課文內(nèi)容和組織語言) Step5： Consolidation and Homework 1. Let the students retell the passage in

56、their own words within 200 words. 2. Finish off the workbook exercises. 板書設(shè)計 Unit1 Cultural Relics Period2 Reading Characters：FrederickⅠ，F(xiàn)rederick WilliamⅠ，Peter the Great，CatherineⅡ Years：1776，1770, 1946, 2003 Places：Prussia Russia

57、Germany ? Para.1: How was the Amber Room made? Para.2: Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Para.3: How did the Amber Room become one of the wonders of the word? Para.4: How did the Amber Room get lost? Para.5: How was a new Amber Room built?

58、 教學反思： （一）課堂實施結(jié)果: （1） 教師能完成預計的教學目的.學生也掌握本節(jié)課的教學目標； （2）通過預測課文內(nèi)容、略讀、尋讀、任務(wù)型教學等讓學生了解琥珀屋的歷史。 （3）學生能積極參與課堂活動，能較快速準確地找出老師所提問題的答案，從而提高其閱讀技能并讓學生學會用30個詞左右概括課文內(nèi)容及學會寫摘要。 （二）不足之處：過多的由老師引導學生思考并尋找答案，未能很好地發(fā)揮學生的創(chuàng)造性思維能力，如何更好地培養(yǎng)學生的創(chuàng)造性思維能力和學習積極主動性是以后在教學中應(yīng)深思的問題 The 3rd period: Language points教學設(shè)計 設(shè)計

59、教師：平遠中學 肖玉芳 教學年級：高中一年級 課題名稱：Book 2Unit 1Cultural relics 課型：Language points 教材版本：普通高中課程標準試驗教科書 (必修2) 人民教育出版社出版 授課時間：45分鐘 一、學生分析：我校采取分層教學的形式，本人所任教的 高一（5）、（9）班屬于重點班，由于各種因素的影響，尤其是初中英語的學習不扎實，學生發(fā)展參差不齊，特別是英語，偏科現(xiàn)象明顯，有少數(shù)學生因為基礎(chǔ)不夠好，學習英語非常吃力，效果不明顯。理科班男生較多，學生的情緒容易激發(fā)，課堂上，老師容易掌控學生的學習進度?？傊?，結(jié)合任教班級實際，教學上還得因材

60、施教。 二、教材分析: Reading一文介紹了琥珀屋誕生--丟失--重建的故事。在介紹故事的過程中出現(xiàn)了一些新單詞、短語、句型。通過解釋Language points，能夠使學生更好地理解課文，并積累相應(yīng)的基礎(chǔ)知識，提高語言運用能力。 三、教學目標Teaching goals 1.語言目標Target language a. 重點詞匯Important words and phrases culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, h

61、eat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart b.重點句子 Important sentence style In return, the Czar gave the King of Prussia 55 of his best soldiers. P2 This was a time whe

62、n the two countries were at war.P2 There was no doubt that the boxes were then put on a train for …..P2 After that , what really happened to the Amber Room remains a mystery.P2 I think highly of those who are searching for the Amber Room. 2.能力目標 Ability goals Enable the students to talk about

63、the story of Amber Room. 3. 學習目標Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 4. 學習策略（Strategy） a. Fast reading to make the students get the main idea of the passage b. Careful reading to make the students get

64、 the details of the passage. 5、情感態(tài)度和價值觀（Affect and values） Cultivate students to have the awareness of protecting cultural relics. 四．教學重點Teaching important points a. Introduce some new words of this passage. b. Analyze some difficult sentences 五．教學難點Teaching difficult points How to use the n

65、ew words and sentence structure. 六．Teaching methods a. Learning to the tape b. Group discussion and presentation c. Multi-functional teaching equipment 七．Teaching aids a blackboard, chalks, a projector and a computer. 八．Teaching procedures & ways Step1 .lead in Let the students have a brainstorm.(通過“頭腦風暴”游戲檢查學生對單詞的掌握程度,并能調(diào)動起課堂氣氛) Step2.Explainations of some important words and phrases.(通