高中英語-Cultural relics 第一課時(shí)教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

TeachingprocedureStep1.Lead-in(Avideo)Step2.Fast-reading1.Findoutthemainideaofthispassage.Firstmatcheachparagraphwiththeirmainidea.P1A.ThegifttotheCzar.P2B.ThemissingoftheAmberRoom.P3C.TheintroductionabouttheAmberRoom:design,color,material.P4D.TheredecoratingoftheAmberRoominCatherineIItimes.P5E.TherebuildingoftheAmberRoom.2.Thispassagetellsusthe_______oftheAmberRoom.Step3.Deep-reading(Para.1)WhatdoestheAmberRoomlooklike?

Birthplace

Colour

Material

Design

Timetocompleteit

(para2-4)Underlineyears,placesandcharactersinit.Let'ssortoutallthecluesandretellthestory.Whatdidthosepeopledo?Whathappenedinthoseyears?What'stheconnection?(Para.5)Therebuildingofamberroom1.who2.how3.when4.whyStep4.Role-playAguideoftheAmberRoomisshowingagroupofvisitorsaroundtheAmberRoom.ThevisitorsasksomeinformationabouttheAmberRoom,andtheguideexplainstothempatiently.Thefollowinginformationwillhelpyouorganizeyourconversation.Ladiesandgentlemen,welcometoAmberRoom.I’mgladtointroducetheAmberRoomtoyou...Step5.WritingHowtoprotecttheculturalrelics?1.Thegovernment...2.Themedia...3.People...4.Wehighschoolstudents...Analysisofthestudents1.Somestudents’knowlittleaboutculturalrelics2.SomestudentsarenotactiveinEnglishclassbecausetheyareafraidofmakingmistakes.3.Manystudentsareafraidtocommunicatewitheachotherbecauseofthelittlevocabulary.效果分析從總體上說，教學(xué)效果還不錯(cuò)，學(xué)生基本理解了課文，把握了文章的結(jié)構(gòu)層次，能較好地完成各項(xiàng)活動(dòng)，在閱讀過程中學(xué)習(xí)到了有關(guān)的語言知識(shí)，提高了閱讀理解技能。增加了學(xué)生對(duì)琥珀屋作為文化遺產(chǎn)的歷史知識(shí)的認(rèn)識(shí)。了解到了琥珀屋失蹤的來龍去脈。增強(qiáng)了學(xué)生對(duì)文化古跡進(jìn)行保護(hù)的意識(shí)。通過角色扮演部分的練習(xí)，學(xué)生的語言運(yùn)用能力得到了進(jìn)一步的提升。AnalysisofthepassageTheunitisaboutCulturalRelics.Fromthistext,studentswilllearnwhatculturalrelicsareandhavetheawarenesstoprotectthem.Inthereadingpart“InsearchoftheAmberRoom”,studentscanlearnthestoryoftheamberroom,whichincludesthebuilding,missing,andrebuildingoftheamberroom.TheywillfindthatamberroomhadbeenstolenduringWWII,sotheycanlearntheimportanceofprotectingtheculturalrelics.Thestructureofthetextisobvious,sostudentscananalyzethetextandfindthekeywordofeachparagrapheasily.評(píng)測練習(xí)Exercise1Underlineyears,placesandcharactersinit.Let'ssortoutallthecluesandretellthestory.Whatdidthosepeopledo?Whathappenedinthoseyears?What'stheconnection?Exercise2Role-playAguideoftheAmberRoomisshowingagroupofvisitorsaroundtheAmberRoom.ThevisitorsasksomeinformationabouttheAmberRoom,andtheguideexplainstothempatiently.Thefollowinginformationwillhelpyouorganizeyourconversation.Ladiesandgentlemen,welcometoAmberRoom.I’mgladtointroducetheAmberRoomtoyou...Exercise3WritingHowtoprotecttheculturalrelics?1.Thegovernment...2.Themedia...3.People...4.Wehighschoolstudents...課后反思本人對(duì)本節(jié)課的設(shè)計(jì)基本滿意，讓學(xué)生多角度地理解把握課文，主題活動(dòng)設(shè)計(jì)既與本單元話題相關(guān)，學(xué)生對(duì)此也比較感興趣。所以活動(dòng)效果比較好。所欠缺的是，學(xué)生一開始的積極性調(diào)動(dòng)不是太到位，主要原因在于教師自身的激情不是太高昂，沒能很好地感染學(xué)生，“煽情”是一個(gè)優(yōu)秀教師的基本素質(zhì)；再就是教師沒能照顧到全體學(xué)生，少數(shù)學(xué)生沒能積極投入到課堂之中，不敢開口表達(dá)自己的思想，在以后的課堂教學(xué)，要關(guān)注全體學(xué)生的全面發(fā)展。TeachingaimsLanguageaims:Studentswillbeabletomastersomeimportantwordsandphrases,whichinvolve“couldnever/not+havedone”“design”“select”“jewel”“treasure”and“belongto”.Abilityaims:1.Studentswillbeabletotalkaboutwhatculturalrelicsareandhowtodescribetheirdevelopmentsandprotection.2.Whenlearningthetext,studentswillbeabletoknowthe