Amberhouse.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Unit1 Cultural relics,In Search of the Amber Room,设计者：屈红宁,Reading,说课内容,一、教材分析,二、学情分析,三、教学目标分析,四、教学重难点分析,五、教学策略及方法,六、教学过程,七、教学反思,一、教材分析,本课是人教版高一英语必修,2,第一单元的阅读，高一年级第一学期的学习内容。,课文介绍了俄罗斯稀世珍宝“,琥珀屋,”的有关史实。,二学,情,分,析,我班学生整体基础较弱。学生的水平参差不齐，有些差距还相当大。但是大部分学生思维活跃，喜欢与同学交流自己的想法，乐于表达自己。,三、教学目标分析,1,知识与能力目标,帮助学生掌握重点词汇短语,正确理解课文内容，了解琥珀屋从起源到失踪再到重建的一个发展过程,。,2,过程与方法目标,帮助学生理解什么是文化遗产,发展学生的阅读能力，学会运用不同的阅读技巧。,3,情感态度目标,使学生认识文化遗产的重要价值，进而形成保护文化遗产的意识。,四、教学重难点分析,1,重点,理解并掌握有关课文的知识和信息，回答相关问题。,掌握针对不同阅读目的，运用不同阅读方法和技巧。,2,难点,指导学生由浅入深的阅读文章并更好的理解课文,。,五、教学策略及方法,本课采用三步阅读法，即 阅读前，阅读中，阅读后三个步骤。阅读中又分为三步骤，即略读，扫读，仔细阅读。针对不同目的运用不同阅读方法,。,六、教学过程,Stage1 Lead-in,Stage2,Pre-reading,Stage3 While reading,Stage4,Post,reading,Stage5 Discussion and debate,Stage6,Homework,Stage1 Lead-in,What characteristics does a,cultural relic have?,mysterious,precious,old,valuable,rare,cultural,relic,Stage2 Pre-reading,Watch the,video,.,What can we make by using the amber?,Can you imagine a room made of amber?,Stage3 While reading,skimming,Years:,1716,1770,1941,2003,Scanning,What happened during,these years?,Careful reading,1 Frederick I,2 Frederick William I,3 Peter the Great4 Catherine II,5 The Nazi army,6 The Russians and Germans,A stole the Amber room.,B sent a troop of his best soldiers to the king of Prussia.,C had the amber room made,D had it moved outside St Petersburg.,E gave it to the Czar as a gift,F built a new Amber Room after studying pictures of the old one.,Stage 4 Post reading,Retell the story of the amber room according to the picture,2.Frederick William,3.Peter the Great,4.Catherine,1.Frederick,pass,down,Given as a gift,pass,down,Nazi,stolen,Stage5Discussion and debate,Is it worth rebuilding lost cultural relics such as the amber room or Yuanmingyuan in Beijing?,Give your reasons.,Debate the question in two sides.,How should we treat cultural relics?,Stage6 Homework,Read the passage fluently and review the new words and phrases of the passage.,教学设计流程图,Lead-in,Pre-reading,While-reading,Post-reading,Homework,Discussion,and debate,skimming,scanning,Careful reading,板书,设计,Years:,1716,1770,1941,2003,What happened?,Frederick,Williamgave,the Amber Room to Peter the Great as a gift.,Catherine had completed the adding to the Amber room.,The Nazi German army stole the Amber Room.,The rebuilding of the Amber Room was completed.,七、教学反思,教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白保护文化遗产的重要性。准备的视频和图片作为导入，达到了预期效果，时间短且能引起学生兴趣，激发了学生的求知欲。,不足之处是在阅读后回答问题部分，设计问题稍难，因此没有完全照顾到阅读能力稍差的学生。在以后类似的教学过程中，我会分几个环节设计精读练习，例如针对,水平稍差的,学生设计,Yes/No questions,或,T/F questions,。,