高中英語-《In-Search-of-the-Amber-Room》教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

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.設(shè)計(jì)思路：通過簡單問候拉近與學(xué)生的距離。通過對單詞和短語的預(yù)習(xí)掃清閱讀時的障礙。Step2WarmingupShowstudentssomepicturesabouttheAmberRoomandamber.設(shè)計(jì)思路：通過展示圖片吸引學(xué)生注意，激發(fā)學(xué)生的興趣。Step3Pre-readingLookatthetitleandthepicture.PredictwhatinformationabouttheAmberRoomthepassagewilltalkabout.設(shè)計(jì)思路：通過文本題目和圖片對文本內(nèi)容進(jìn)行預(yù)測，引起學(xué)生對文本內(nèi)容的好奇。Step4While-readingFastreading:Inwhatkindoforderisthepassagewritten?Whatdoesthetextmainlytalkabout?設(shè)計(jì)思路：讓學(xué)生通過快速瀏覽全文意識到文本內(nèi)容的寫作是按照時間順序進(jìn)行的，進(jìn)而歸納出文章主題，引出下一步活動。Carefulreading:Task1ReadthesentencetogetherandfindtheinformationabouttheAmberRoomfromthesentence.FrederickWilliamI,theKingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.Itwasthe____________.Ithada(n)______________.設(shè)計(jì)思路：通過對第一句話中琥珀屋信息的尋找，引出文章中的兩條線索：greatestgift和amazinghistory，為下一步的活動做鋪墊。Task2Whydoesthewriteruse“greatest”todescribethegift?Readpara-graph1andusethekeywordsandphrasesintheformtofindtherea--sons.thegreatestgift(para.1)DescriptionAspectsWordsandphrasesPhysicalappearancematerialbemadeofcolorlikedesigninthe....styledecorationbedecoratedwithtimeIttakessb.sometimetodosth.設(shè)計(jì)思路：通過第一段的閱讀找出作者將琥珀屋稱之為“greatest”的原因。Task3anamazinghistory(para.2-5)TimeCharacters(Who)Events(what)unknown______theAmberRoomin1716_______theAmberRoomto...in1770____________theAmberRoomin1941_______theAmberRoomin2003_______theAmberRoom設(shè)計(jì)思路：通過2-5段的閱讀找出文中涉及到了哪些人物以及他們對琥珀屋做了什么進(jìn)而找到琥珀屋令人驚奇的歷史。與此同時，教師在黑板上畫出時間線，將表格中所涉信息和文中部分細(xì)節(jié)呈現(xiàn)在黑板上，從而讓學(xué)生對琥珀屋的歷史有更充分的了解，也為下一步的活動做出鋪墊。Task4Accordingtothetimeline,thinkabouttherelationshipbetweenthetwocountriesindifferenttime.gave→asymbolof____________stole→asymbolof____________rebuilt→asymbolof____________設(shè)計(jì)思路：通過對琥珀屋背后兩國關(guān)系的探究引出教師下一步對文化遺產(chǎn)的解釋。T:NowweknowtheAmberRoomhasseenthehistoryofthetwocoun-tries.Itissomethingvaluable,somethingthathassurvivedforalongtime,somethingthatremindsusofthepast,somethinglikeYuanmingyuan.Sowecanitaculturalrelic.設(shè)計(jì)思路：教師通過對琥珀屋性質(zhì)的分析，引出本單元主題“文化遺產(chǎn)”的概念，同時也為課后作業(yè)做鋪墊。T:Aftercarefulreading,Ithinkwecancheckyourpredictions.設(shè)計(jì)思路：經(jīng)過細(xì)讀之后，學(xué)生可以對讀前預(yù)測活動的正確與否進(jìn)行判斷。LanguagepointsThiswasatimewhenthetwocountrieswereatwar.eg.Thiswasatimewhen________________________.Thereisnodoubtthattheboxeswerethenputonatrainforkonigsberg.eg.Thereisnodoubtthat_______________________.設(shè)計(jì)思路：通過對文中兩個重點(diǎn)句型的簡單講解和練習(xí)，檢查學(xué)生對文本的理解。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設(shè)計(jì)思路：通過文本總結(jié)來鞏固學(xué)生對文本的理解，通過背誦來強(qiáng)化學(xué)生的理解并且鍛煉學(xué)生的語言表達(dá)能力。Step6HomeworkReviewthewordsandphrases.Isitworthrebuildingtheculturalrelics,suchastheAmberRoomorYuanmingyuan?Writedownyouropinionsandreasons.InsearchoftheAmberroom的學(xué)情分析【學(xué)情分析】高一學(xué)生正處在初中到高中的過渡時期，大多數(shù)學(xué)生比較遵守紀(jì)律，求知欲較強(qiáng)。本篇課文與學(xué)生的生活聯(lián)系不是比較緊密，但多數(shù)學(xué)生比較感興趣，課堂氣氛活躍。個別學(xué)生沒有明確的學(xué)習(xí)目標(biāo)，學(xué)習(xí)習(xí)慣不好，缺乏持之以恒的學(xué)習(xí)精神。就本節(jié)課來說，學(xué)生都具有一定的積極情緒狀態(tài)，但對文化遺產(chǎn)的認(rèn)識不深刻，不全面。通過對課文的進(jìn)一步閱讀，學(xué)生對文化遺產(chǎn)和琥珀屋有比較更多的了解。閱讀技能和知識面得到相應(yīng)的提升，引導(dǎo)學(xué)生正確的對待文化遺產(chǎn)，培養(yǎng)積極健康的情緒，對學(xué)生的健康成長有重要作用。InsearchoftheAmberroom【效果分析】1、在教學(xué)目標(biāo)的落實(shí)上，教學(xué)設(shè)計(jì)真正重視了對學(xué)生情感、態(tài)度、價值觀和能力的培養(yǎng)。學(xué)生能認(rèn)識情緒的類型、因素及影響，運(yùn)用教材中的典型事例，創(chuàng)設(shè)情境，激發(fā)學(xué)生的興趣，引起學(xué)生的共鳴。2、在教學(xué)方式上，教學(xué)設(shè)計(jì)真正體現(xiàn)了自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)的教學(xué)理念。創(chuàng)設(shè)了多個有利于學(xué)生合作學(xué)習(xí)、主動探究的教學(xué)情境，把學(xué)習(xí)的主動權(quán)完全交給學(xué)生，鼓勵和引導(dǎo)學(xué)生在具體的教學(xué)情境中積極思考，大膽實(shí)踐，鍛煉和提高了學(xué)生自我提出問題、分析問題和解決問題的能力，使學(xué)生真正成為學(xué)習(xí)的主人，收到了寓教于樂的良好教學(xué)效果。在處理教與學(xué)的關(guān)系上，整個教學(xué)設(shè)計(jì)首先是充分尊重和發(fā)揮學(xué)生主體性，教師在學(xué)生尋求知識的過程中不斷地給學(xué)生提供相應(yīng)的幫助和啟示，課堂中的每一個結(jié)論的獲得都是學(xué)生自己探究獲得的。學(xué)生根據(jù)自己積淀的知識與生活經(jīng)驗(yàn)獲得新知，從而加深了對教材的理解與記憶。InSearchoftheAmberRoom教材分析【教材分析】本單元的話題是“文化遺產(chǎn)”，整個單元的語言知識和技能都是圍繞著這一主題設(shè)計(jì)的，閱讀部分介紹了俄羅斯稀世之寶“琥珀屋”的有關(guān)史實(shí)。主要內(nèi)容是：琥珀屋的來歷和構(gòu)造過程，為什么普魯士國王把它贈給了沙皇，它是如何成為稀世珍寶的，它在二戰(zhàn)的神秘失蹤以及重建問題。通過真實(shí)有趣的內(nèi)容，不僅讓學(xué)習(xí)者在閱讀中學(xué)習(xí)有關(guān)的語言知識，提高閱讀理解的技能，還增加了學(xué)生對琥珀屋作為文化遺產(chǎn)的歷史知識的認(rèn)識。InSearchoftheAmberRoom的課堂練習(xí)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課后反思Insearchoftheamberroom這一堂課我從當(dāng)下流行的文化遺產(chǎn)，時尚裝飾作為導(dǎo)入，極大地調(diào)動了學(xué)生對本堂課的學(xué)習(xí)興趣和積極性。我緊緊依靠任務(wù)型教學(xué)法和交際教學(xué)法，又輔以小組合作學(xué)習(xí)、討論、自主探究等各項(xiàng)教學(xué)方法，極大地增加了學(xué)生的參與度、提高了英語閱讀教學(xué)的