cultural relics教案

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1、教案設(shè)計(jì) 普通高中課程標(biāo)準(zhǔn)試驗(yàn)教科書 英語(yǔ)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(shí)間： 45分鐘/節(jié) 總體目標(biāo)：培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，通過(guò)識(shí)別、理解、推理、概括、重構(gòu)、闡述六個(gè)層面提升語(yǔ)言運(yùn)用能力, 結(jié)合廣東高考的特點(diǎn)，把各種高考

2、題型貫穿到單元教學(xué)中，逐步提高學(xué)生運(yùn)用語(yǔ)言的能力。 教學(xué)配合資源： 《名師指津》、英語(yǔ)教師網(wǎng) 教學(xué)設(shè)計(jì)與實(shí)施：平遠(yuǎn)中學(xué)高一英語(yǔ)備課組 謝舒娜 肖玉芳 林麗萍 BookⅡ Unit1 Cultural relics 設(shè)計(jì)教師：梅州市平遠(yuǎn)中學(xué) 謝舒娜 肖玉芳 林麗萍 教學(xué)年級(jí)：高中一年級(jí) 教材版本：普通高中課程標(biāo)準(zhǔn)試驗(yàn)教科書（必修2） 人民教育出版社出版 一、學(xué)生分析：學(xué)生分析本單元的設(shè)計(jì)與實(shí)施是建立在學(xué)生經(jīng)過(guò)半個(gè)學(xué)期的高中學(xué)習(xí)生活，學(xué)習(xí)完必修一知識(shí)的基礎(chǔ)之上，學(xué)生已經(jīng)初步

3、適應(yīng)了在活動(dòng)與任務(wù)中學(xué)習(xí)英語(yǔ)以及如何處理語(yǔ)言知識(shí)與活動(dòng)開(kāi)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(xué)習(xí)及自主學(xué)習(xí)的能力。對(duì)于高一上學(xué)期的高中學(xué)生來(lái)講，該話題比較陌生，但比較吸引人。學(xué)生盡管對(duì)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(guò)教師對(duì)于文章篇章結(jié)構(gòu)的理解和失蹤的來(lái)龍去脈的解讀，學(xué)生不但能主動(dòng)探究，并且對(duì)于文化遺產(chǎn)有更進(jìn)一步的了解。 二、教材分析：本單元以cultural relics為話題，旨在通過(guò)單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會(huì)描述它們的起源、發(fā)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語(yǔ)從句，能在英語(yǔ)口語(yǔ)交際過(guò)程中判斷別人給出的依據(jù)，并給出自己

4、的觀點(diǎn)，能回信并就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。 1.Warming up部分首先讓學(xué)生對(duì)文物的定義有所了解，然后讓學(xué)生討論文物所應(yīng)具有的特點(diǎn)，在此基礎(chǔ)上讓學(xué)生看幾幅圖片，進(jìn)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(gè)問(wèn)題。 2.Pre-reading部分是Reading的熱身部分，設(shè)計(jì)了兩個(gè)問(wèn)題讓學(xué)生對(duì)琥珀進(jìn)行初步的了解。第一個(gè)問(wèn)題是你見(jiàn)過(guò)琥珀嗎？對(duì)它了解多少？第二個(gè)問(wèn)題是讓學(xué)生通過(guò)課文標(biāo)題和圖片預(yù)測(cè)文章的主要內(nèi)容。 3.Reading是關(guān)于尋找丟失了的普魯士國(guó)王威廉一世送給俄羅斯沙皇的那個(gè)琥珀屋的建立、被毀、重建的整個(gè)歷史。設(shè)

5、計(jì)這篇文章的目的是讓學(xué)生從文化遺產(chǎn)的歷史中，體驗(yàn)人類文明發(fā)展的過(guò)程，提高學(xué)生保護(hù)文化遺產(chǎn)的意識(shí)。進(jìn)行了整體評(píng)價(jià)(exercise 2)0由易到難，有較好的梯度，全面考查了學(xué)生對(duì)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(yǔ)解釋，寫出對(duì)應(yīng)的單詞。Exercise 2練習(xí)belong to的詞義和用法。Exercise 3練習(xí)介詞at的用法。第二部分的Exercise 1從文中找

6、出7個(gè)含that /which /who /where /when的定語(yǔ)從句。Exercise 2 Join the pairs of sentences using that／which /who /whose /where /when without commas（限定性定語(yǔ)從句）。Exercises 3 Join the pairs of sentences using which/who /whom /where /when with commas（非限定性定語(yǔ)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(xué)生take notes while listening進(jìn)一步提高聽(tīng)力水平。第二部分中speak and write down a short list of reasons for your choice.練習(xí)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(gè)角度：有用的動(dòng)詞，動(dòng)詞短語(yǔ)，其他的表達(dá)和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識(shí)。 7. Learning tip建議學(xué)生親自去博物館看一些中國(guó)文化遺產(chǎn)，并主動(dòng)擔(dān)當(dāng)導(dǎo)游向外國(guó)游客介紹這些文化遺產(chǎn)，同時(shí)練習(xí)英語(yǔ)口語(yǔ)，并向外國(guó)游客學(xué)習(xí)英語(yǔ)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(wèn)和表達(dá)自己觀點(diǎn)的句型對(duì)于高一學(xué)生來(lái)說(shuō)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(shí)并不會(huì)給學(xué)生帶來(lái)學(xué)習(xí)障礙，而且還能激發(fā)學(xué)生對(duì)本單元的學(xué)習(xí)興趣。 2. 將Pre-reading和Reading整合成一節(jié)閱讀課，培養(yǎng)學(xué)生閱讀能力。 3.language points語(yǔ)言點(diǎn)課，培養(yǎng)學(xué)生用詞造句能力，提高寫作水平 4. grammar語(yǔ)法課，復(fù)習(xí)限制和非限制性定語(yǔ)從句，旨在培養(yǎng)學(xué)生運(yùn)用定語(yǔ)從句能力，提高寫作水平。 5.using language 區(qū)分什么是事實(shí)，什么是觀點(diǎn)，培養(yǎng)學(xué)生思考辨別能力 6. listening，speaking and writing，把課文練習(xí)冊(cè)部分的聽(tīng)力設(shè)計(jì)成聽(tīng)說(shuō)考試部分

10、中角色扮演的形式，聽(tīng)后提問(wèn)，回答問(wèn)題，培養(yǎng)學(xué)生聽(tīng)說(shuō)的能力，有目的性的提高口語(yǔ)水平，寫作部分針對(duì)高考的5句話的基礎(chǔ)寫作，把本單元重要的詞語(yǔ)，句型運(yùn)用于寫作，活學(xué)活用。 課時(shí)設(shè)計(jì)與課時(shí)分配 （經(jīng)教材分析，根據(jù)學(xué)情，本單元可用6課時(shí)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(shí)分配與教材重組，結(jié)合本校學(xué)生實(shí)際和當(dāng)前廣東高考，把高考題型（語(yǔ)法填空、基礎(chǔ)寫作、任務(wù)型寫作中的概括大意、以及聽(tīng)說(shuō)考試中的模仿朗讀、“三問(wèn)五答”、根據(jù)關(guān)鍵詞復(fù)述短文）巧妙地貫穿于單元教學(xué)中，這也是這一單元教學(xué)設(shè)計(jì)的亮點(diǎn)。 四、教學(xué)目標(biāo)Teaching goals Ｉ．技能目標(biāo) 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(biāo)語(yǔ)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(huì)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(rèn)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(diǎn)詞匯 belong, once, heat, design, light, wonder, doubt, remain, prove, consider, besides, survive, furniture, opinion 語(yǔ) 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(diǎn) 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(shuō)的訓(xùn)練中，學(xué)會(huì)表達(dá)自己觀點(diǎn)的句型和詞匯。

23、 2. 主動(dòng)制定本單元學(xué)習(xí)計(jì)劃，客觀評(píng)價(jià)自己的學(xué)習(xí)效果，在課內(nèi)外活動(dòng)中積極用英語(yǔ)交流，有效地使用詞典、網(wǎng)絡(luò)等媒體資源來(lái)獲得更多有關(guān)歷史文化遺產(chǎn)的英語(yǔ)信息。 3. 在閱讀訓(xùn)練中，學(xué)會(huì)概括各段落大意和文章的主要內(nèi)容。 III. 學(xué)習(xí)策略Strategy IV、情感態(tài)度和價(jià)值觀Affect and Values 了解有關(guān)琥珀屋的歷史故事，并通過(guò)學(xué)這一單元了解一些國(guó)內(nèi)外的文化遺產(chǎn)，逐步增強(qiáng)保護(hù)文化遺產(chǎn)的意識(shí) Ⅴ、教學(xué)重點(diǎn)Teaching Important Points 1.本單元的生詞、短語(yǔ)和重點(diǎn)句型、限制性定語(yǔ)從句和非限制性定語(yǔ)從句。 2.了解關(guān)于琥珀屋的歷史故事。 3.讓

24、學(xué)生了解琥珀屋的歷史，并通過(guò)學(xué)這一單元了解一些國(guó)內(nèi)外的文化遺產(chǎn)，逐步增強(qiáng)保護(hù)文化遺產(chǎn)的意識(shí)。 4.培養(yǎng)學(xué)生聽(tīng)說(shuō)讀寫能力。 Ⅵ、教學(xué)難點(diǎn) Teaching Difficult Points 1. 了解有關(guān)琥珀屋的歷史故事，逐步增強(qiáng)保護(hù)文化遺產(chǎn)的意識(shí)。 2.學(xué)會(huì)詢問(wèn)別人意見(jiàn)和表達(dá)自己意見(jiàn)。 3.掌握語(yǔ)法：定語(yǔ)從句。 4.培養(yǎng)學(xué)生聽(tīng)說(shuō)讀寫能力。 The 1st period: Warming up & Speaking教學(xué)設(shè)計(jì) 設(shè)計(jì)教師：平遠(yuǎn)中學(xué) 謝舒娜 教學(xué)年級(jí)：高中一年級(jí) 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(biāo)準(zhǔn)試驗(yàn)教科書 (必修2) 人民教育出版社出版 授課時(shí)間：45分鐘 一、學(xué)生分析：我校采取分層教學(xué)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(xué)生發(fā)展參差不齊，特別是英語(yǔ)，有少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)很吃力而自暴自棄。理科班男生較多，學(xué)生的情緒容易激發(fā)，課堂上，老師容易掌控學(xué)生的學(xué)習(xí)進(jìn)度?？傊?，結(jié)合任教班級(jí)實(shí)際，教學(xué)上還得因材施教。 二、教材分析 Warming up中的材料提出幾個(gè)問(wèn)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(zhǎng)時(shí)間嗎？3、文化遺產(chǎn)必須是物品或者是建筑物嗎？這個(gè)問(wèn)題還給出四幅圖片（青花瓷、泰姬陵、象牙龍舟和莫高窟）讓學(xué)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(dǎo)學(xué)生建立對(duì)文化遺產(chǎn)的概念，拓寬知識(shí)面，樹立正確價(jià)值觀和保護(hù)文物意識(shí)。 Speaking部分給出一些詢問(wèn)別人看法及表達(dá)自己觀點(diǎn)的句型，這些句型不僅能夠?yàn)閷W(xué)生做口語(yǔ)練習(xí)時(shí)提供參考，還有助于學(xué)生對(duì)常用句型的積累。由于這些句型都是比較簡(jiǎn)單基礎(chǔ)的結(jié)構(gòu)，其中的大部分對(duì)于高一學(xué)生來(lái)說(shuō)都已經(jīng)接觸過(guò)，詢問(wèn)和表達(dá)觀點(diǎn)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(shí)并不會(huì)給學(xué)生帶來(lái)學(xué)習(xí)

27、障礙。 將這兩部分整合成一節(jié)課，旨在通過(guò)討論，鍛煉學(xué)生的口語(yǔ)表達(dá)能力，并激發(fā)學(xué)生對(duì)本單元的學(xué)習(xí)興趣。 三、教學(xué)目標(biāo)Teaching goals 1． 語(yǔ)言知識(shí)（Knowledge objectives） a. 重點(diǎn)詞匯 cultural, rare，valuable，survive, dynasty，consider, opinion, evidence, besides b. 重點(diǎn)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(biāo)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(xué)能目標(biāo) Learning ability goals Teach students how to talk about cultural relics. 4. 學(xué)習(xí)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(jià)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(xué)重點(diǎn)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(xué)難點(diǎn) Teaching difficult points a．Get students to know what a cultural relic is. b. Develop students’ speaking ability. 六、教學(xué)方法Teaching methods Insp

31、iration, Questioning, discussion and enjoy some pictures of cultural relics. 七、教具準(zhǔn)備Teaching aids A computer, a projector, and some slides 使用多媒體教學(xué)，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(xué)內(nèi)容，增加教學(xué)的直觀性，使教學(xué)節(jié)奏緊湊，信息量充足，以便刺激學(xué)生獲取信息的多種感官，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，提高學(xué)生學(xué)習(xí)英語(yǔ)的效果。 八、教學(xué)過(guò)程與方式 Teaching procedures & ways Step1：Check the new

32、 words and expressions （附隨堂練習(xí)，檢測(cè)學(xué)生對(duì)新單詞短語(yǔ)的掌握程度） Step2：Free talk（與學(xué)生互動(dòng)，組織學(xué)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(xué)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(xué)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(diǎn)更適合高一學(xué)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(xué)生做對(duì)話練習(xí)，鍛煉口語(yǔ)，激發(fā)學(xué)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(shuō)明自己的觀點(diǎn) 3．討論時(shí)可參照課本page6有用交際用語(yǔ)來(lái)闡述觀點(diǎn)，列舉原因。 （盡量激發(fā)學(xué)生發(fā)散思維，尋找理由來(lái)支持自己的觀點(diǎn)。） Step 6：Ask some students to give a presentation. 討論結(jié)束后，請(qǐng)幾組學(xué)生代表陳述自己觀點(diǎn) 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(jì) Unit 1 cultural relics 參考資料：《英語(yǔ)2教師教學(xué)用書》與 英語(yǔ)教師網(wǎng) 教學(xué)反思： （一）課堂實(shí)施結(jié)果: （1） 教師能完成預(yù)計(jì)的教學(xué)目的.學(xué)生也掌握本節(jié)課的教學(xué)目標(biāo) （2）通過(guò)編對(duì)話形式，學(xué)

39、會(huì)詢問(wèn)和表達(dá)自己意見(jiàn)，學(xué)生能積極參與對(duì)該話題的討論。 （3）通過(guò)展示圖片，猜測(cè)游戲，討論等方式，讓學(xué)生生動(dòng)形象了解國(guó)內(nèi)外的文化遺產(chǎn)，并產(chǎn)生保護(hù)文化遺產(chǎn)的意識(shí) （二）不足之處：在小組討論環(huán)節(jié)：你認(rèn)為中國(guó)應(yīng)該保護(hù)好所有的文化遺產(chǎn)嗎？并要求學(xué)生說(shuō)出相應(yīng)的理由來(lái)支持自己的觀點(diǎn)。學(xué)生能積極參與討論，課堂氣氛活躍，但學(xué)生列舉理由這一環(huán)節(jié)出現(xiàn)較多表達(dá)問(wèn)題，學(xué)生的口語(yǔ)表達(dá)能力有待提高。 The 2nd period: Pre-reading &Reading教學(xué)設(shè)計(jì) 設(shè)計(jì)教師：平遠(yuǎn)中學(xué) 謝舒娜 教學(xué)年級(jí)：高中一年級(jí) 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(biāo)準(zhǔn)試驗(yàn)教科書 (必修2) 人民教育出版社出版 授課時(shí)間：45分鐘 一、學(xué)生分析：我校采取分層教學(xué)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(xué)生發(fā)展參差不齊，特別是英語(yǔ)，有少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)很吃力而自暴自棄。理科班男生較多，學(xué)生的情緒容易激發(fā)，課堂上，老師容易掌控學(xué)生的學(xué)習(xí)進(jìn)度?？傊?，結(jié)合任教班級(jí)實(shí)際，教學(xué)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(lái)、

41、普魯士國(guó)王為什么會(huì)把它當(dāng)成禮物送給俄國(guó)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(huì)重建等問(wèn)題。Comprehending中針對(duì)課文內(nèi)容從細(xì)節(jié)到中心思想，由淺入深地設(shè)計(jì)了練習(xí)題，可幫助學(xué)生真正了解琥珀屋又誕生-丟失-重建的過(guò)程。 三. 教學(xué)目標(biāo)Teaching goals 1.語(yǔ)言目標(biāo)Target language a. 重點(diǎn)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(diǎn)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(biāo) Ability goals Enable the students to talk about t

44、he story of Amber Room. 3. 學(xué)習(xí)目標(biāo)Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 4. 學(xué)習(xí)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(jià)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(xué)重點(diǎn)Teaching important points a. words and phrases in this passage. b. to know the history of the amber room. 五．教學(xué)難點(diǎn)Teachin

46、g difficult points Talk about cultural relics and what should be done with them 六．教學(xué)方法Teaching methods 1. Learning to the tape 2. Group discussion and presentation 3. Multi-functional teaching equipment 七．（教具準(zhǔn)備）Teaching aids A recorder, a projector, and some slides 八．（教學(xué)過(guò)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(xùn)練學(xué)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(gè)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(jì)填空的形式，既能培養(yǎng)學(xué)生的概括能力，又符合高一學(xué)生的學(xué)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(duì)于高一大部分學(xué)生來(lái)說(shuō)可能有些難度，可讓學(xué)生參考課本第二頁(yè)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(xì)節(jié)）） Task1: answer the questions: 1. What did these four people do to the Amber Room?(通過(guò)人物圖片給學(xué)生一些提示) 2. What happened in these four years (1716; 1770; 1941; 2003)?（通過(guò)填空的實(shí)行是學(xué)生了解對(duì)每個(gè)時(shí)間點(diǎn)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(yàn)學(xué)生閱讀效果的一個(gè)重要環(huán)節(jié),通過(guò)給出一些圖片和時(shí)間事件的提示，幫助學(xué)生回憶課文內(nèi)容和組織語(yǔ)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(jì) 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(xué)反思： （一）課堂實(shí)施結(jié)果: （1） 教師能完成預(yù)計(jì)的教學(xué)目的.學(xué)生也掌握本節(jié)課的教學(xué)目標(biāo)； （2）通過(guò)預(yù)測(cè)課文內(nèi)容、略讀、尋讀、任務(wù)型教學(xué)等讓學(xué)生了解琥珀屋的歷史。 （3）學(xué)生能積極參與課堂活動(dòng)，能較快速準(zhǔn)確地找出老師所提問(wèn)題的答案，從而提高其閱讀技能并讓學(xué)生學(xué)會(huì)用30個(gè)詞左右概括課文內(nèi)容及學(xué)會(huì)寫摘要。 （二）不足之處：過(guò)多的由老師引導(dǎo)學(xué)生思考并尋找答案，未能很好地發(fā)揮學(xué)生的創(chuàng)造性思維能力，如何更好地培養(yǎng)學(xué)生的創(chuàng)造性思維能力和學(xué)習(xí)積極主動(dòng)性是以后在教學(xué)中應(yīng)深思的問(wèn)題 The 3rd period: Language points教學(xué)設(shè)計(jì) 設(shè)計(jì)

59、教師：平遠(yuǎn)中學(xué) 肖玉芳 教學(xué)年級(jí)：高中一年級(jí) 課題名稱：Book 2Unit 1Cultural relics 課型：Language points 教材版本：普通高中課程標(biāo)準(zhǔn)試驗(yàn)教科書 (必修2) 人民教育出版社出版 授課時(shí)間：45分鐘 一、學(xué)生分析：我校采取分層教學(xué)的形式，本人所任教的 高一（5）、（9）班屬于重點(diǎn)班，由于各種因素的影響，尤其是初中英語(yǔ)的學(xué)習(xí)不扎實(shí)，學(xué)生發(fā)展參差不齊，特別是英語(yǔ)，偏科現(xiàn)象明顯，有少數(shù)學(xué)生因?yàn)榛A(chǔ)不夠好，學(xué)習(xí)英語(yǔ)非常吃力，效果不明顯。理科班男生較多，學(xué)生的情緒容易激發(fā)，課堂上，老師容易掌控學(xué)生的學(xué)習(xí)進(jìn)度?？傊?，結(jié)合任教班級(jí)實(shí)際，教學(xué)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(guò)程中出現(xiàn)了一些新單詞、短語(yǔ)、句型。通過(guò)解釋Language points，能夠使學(xué)生更好地理解課文，并積累相應(yīng)的基礎(chǔ)知識(shí)，提高語(yǔ)言運(yùn)用能力。 三、教學(xué)目標(biāo)Teaching goals 1.語(yǔ)言目標(biāo)Target language a. 重點(diǎn)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(diǎn)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(biāo) Ability goals Enable the students to talk about

63、the story of Amber Room. 3. 學(xué)習(xí)目標(biāo)Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 4. 學(xué)習(xí)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(jià)值觀（Affect and values） Cultivate students to have the awareness of protecting cultural relics. 四．教學(xué)重點(diǎn)Teaching important points a. Introduce some new words of this passage. b. Analyze some difficult sentences 五．教學(xué)難點(diǎn)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(guò)“頭腦風(fēng)暴”游戲檢查學(xué)生對(duì)單詞的掌握程度,并能調(diào)動(dòng)起課堂氣氛) Step2.Explainations of some important words and phrases.(通