高中英語-Unit-1-Cultural-relics教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

教學(xué)設(shè)計(jì)TeachingPlanTeachingobjectives:Bytheendofthisclass,studentswillbeableto1.figureoutthehistoryoftheAmberRoom.2.judgethewritingpurposeandtheintendedreaderofthepassage.3.expressideasthroughcriticalthinking.Mainanddifficultteachingpoints:Mainteachingpoints:1.Throughtextanalysis,helpthestudentstoknowthehistoryoftheAmberRoomanditsdifferentrolesinhistory.2.Furtherunderstandthetextforthewritingpurpose,intendedreaders,andtextstructure.Difficultteachingpoints:AnalyzethepassagestructureandexpresstheirideasaboutrebuildingtheAmberRoom.Teachingmethods:Task-basedlanguageteaching;CommunicativeteachingmethodTeachingaid:Themulti-mediacomputerTeachingprocedures:Step1.Leadingin.(Letthestudentsinterestedintheclass.)Part1:WatchashortnewsreportaboutNotreDameCathedralfiretoletstudentsknowmanyculturalrelicssufferalotinhistorysuchastheAmberRoom.Part2:GetstudentsknowwhatisamberanditsfeaturesandgetthebriefthattheAmberRoomisextremelyvaluableandprecious.Part3:Predictthecontentsthroughthetitle:InsearchoftheAmberRoomStep2.TextAnalysisPart1:TheanalysisofthefirstparagraphFirstly,chooseonestudentreadthefirstsentenceandletstudentsfindthekeywordswhichcanpredictwhatwouldtalkaboutinthefollowingtext.“FrederickWilliamI,thekingofPrussia,couldneverhaveimaginedthathisgreatestgifttotheRussianpeoplewouldhavesuchanamazinghistory.”Secondly,guidestudentstofigureoutthatthetopicofthisparagraphisthegreatestgiftandthetopicofthesecondpartisanamazinghistory.Thirdly,readthefollowingsentencestoknowwhataspectsdidtheauthordescribetheAmberRoom?Tohelpthemfindtheanswers,askstudentstounderlineusefulinformationontheirtext.(material,color,design,decoration,maker,timecost,birthplace)

Part2:TheanalysisofthefollowingparagraphsFirstly,readPara.2-5andfindoutdifferentownersoftheAmberRoomandwhatdidtheydointhisamazinghistory.(FrederickI---FrederickWilliamI---PetertheGreat---CatharineII---Nazi---Russians)Secondly,readtheseparagraphsagainandfigureoutthedifferentrolesoftheAmberRomoritsfateineachperiod.(palace---gift---receptionhall---onewonder---victimtothewar---museum)Thirdly,guidestudentsunderstandthethreadandtransitionofthisparttoclearthestructureofthetext.Fourthly,askstudentsusesomewordstodescribetheAmberRoom.Step3.PragmaticAnalysisAskstudentsdiscusswiththeirdeskmatesorthestudentsaroundthemWhydidtheauthorwritethisarticle?Whoaretheintendedreadersofthisarticle?Howdidtheauthororganizethisarticle?

What’stheauthor’sattitudetorebuildingtheAmberRoom?Step4.CriticalThinkingGroupdiscussion:ShouldwerebuildYuanmingyuanjustastheAmberRoomandNotreDameCathedral?

Ithink/don’tthinkitisworthrebuilding…because...

Sorry,Iagree/don’tagreewithyou,inmyopinion…because...Step5.Assignment

1.IntroducetheAmberRoombrieflywiththehelpofthetimeorder.

2.OrganizeyourargumentsaboutrebuildingYuanMingyuanandturnthemintoashortpassageof100words.

學(xué)情分析一、授課主體授課班級為高一學(xué)生，經(jīng)過一個學(xué)期對高中生活的適應(yīng)，學(xué)生逐漸適應(yīng)高中課堂。二、授課主體成員、構(gòu)成班級成員共24人。英語水平較高，總體成倒三角分布，絕大多數(shù)同學(xué)在中上等水平，能聽懂英語授課，能緊跟教師的教學(xué)節(jié)奏并給出適當(dāng)回應(yīng)。個別同學(xué)對于教師的英文授課尚在適應(yīng)階段。三、學(xué)生閱讀水平擅長閱讀短篇故事。對故事情節(jié)的把握比較準(zhǔn)。會借助topicsentence預(yù)測基本的文章大意，理順文章發(fā)展脈絡(luò)和篇章結(jié)構(gòu)。首次接觸到語用分析，學(xué)生思考時(shí)間以及效果有待加強(qiáng)。針對這樣的情況，我應(yīng)當(dāng)在課前給予適當(dāng)?shù)匿亯|并有必要在課后進(jìn)行適當(dāng)?shù)撵柟逃?xùn)練。四、學(xué)生學(xué)習(xí)習(xí)慣學(xué)生不重視課前復(fù)習(xí)和課下復(fù)習(xí)，學(xué)習(xí)的主動性和自主性不夠，學(xué)習(xí)上依然存在懶惰的思想。對開口說英語還存在畏懼心理。部分學(xué)生還沒有形成自己的閱讀體系和有效的學(xué)習(xí)方法。五、學(xué)生優(yōu)勢學(xué)生單純可愛，能積極配合老師，主動參與活動。即使是水平不高的同學(xué)，也能參與其中。同學(xué)們對于在課堂上遇到的問題能主動求助老師，積極與老師溝通和交流。教材分析本篇文章選自2007版人教教材，每個單元圍繞一個主題，進(jìn)行Warmingup,Pre-reading,Reading,Comprehending,LearningaboutLanguage,UsingLanguage,Summingup,LearningTip,ReadingforFun共九個環(huán)節(jié)。本節(jié)課屬于閱讀課主要處理Reading文本。本單元的話題是“文化遺產(chǎn)”。內(nèi)容涉及文化遺產(chǎn)的含義、特點(diǎn)、種類、歸屬以及如何更好地保護(hù)好文化遺產(chǎn)等話題。整個單元的語言知識和語言技能學(xué)習(xí)都是圍繞這一主題設(shè)計(jì)和展開的。Warmingup部分要求學(xué)生對文化遺產(chǎn)的概念、本質(zhì)特點(diǎn)以及基本類型等問題進(jìn)行思考。目的是讓學(xué)生對本單元學(xué)習(xí)的中心話題有一個比較全面的了解，為隨后的學(xué)習(xí)做好準(zhǔn)備。Pre-reading部分將話題引到琥珀上，從而為閱讀部分要講到的琥珀屋做鋪墊和準(zhǔn)備。Reading部分介紹了俄羅斯稀世珍寶“琥珀屋”的有關(guān)史實(shí)。主要內(nèi)容：琥珀屋的來歷和建造過程；為什么普魯士國王把它贈給了沙皇；他是如何成為奇世珍寶的；琥珀屋在二戰(zhàn)中的神秘失蹤和琥珀屋的重建。通過真實(shí)有趣的內(nèi)容，不僅讓學(xué)習(xí)者在閱讀過程中學(xué)習(xí)有關(guān)的語言智慧，提高閱讀理解的技能，還增強(qiáng)了學(xué)生對琥珀屋作為文化遺產(chǎn)的歷史知識的認(rèn)識。與此同時(shí)，還應(yīng)增強(qiáng)對閱讀文章篇章結(jié)構(gòu)的理解。課標(biāo)分析2017年教育部頒布的新課程標(biāo)準(zhǔn)指出：“指向?qū)W生學(xué)科核心素養(yǎng)的英語教學(xué)應(yīng)以主題意義為引領(lǐng)，以語篇為依托，整合語言知識、文化知識、語言技能和學(xué)習(xí)策略等學(xué)習(xí)內(nèi)容，引導(dǎo)學(xué)生采用自主、合作的學(xué)習(xí)方式，參與主題意義的探究活動，并從中學(xué)習(xí)語言知識，發(fā)展語言技能，汲取文化營養(yǎng)，促進(jìn)多元思維，塑造良好品格，優(yōu)化學(xué)習(xí)策略，提高學(xué)習(xí)效率，