必修三unit1教学设计.doc

教学设计课题：课题：In search of the Amber Room科目：英语教学对象：高一学生课时：第一课时提供者：翟育芳单位：临汾市第二中学校一、教学内容分析 这是高一学生学习的必修二第一单元的Reading 部分，主要介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。通过真实有趣的内容，让学生在阅读过程中学习了有关的语言知识，还增加了学生对琥珀屋作为文化遗产的历史知识的认识。二、教学目标（1）知识目标：让学生了解琥珀屋的历史，熟悉本课的重点词组和句型。（2）能力目标：提高学生的阅读能力，即形成快速获取信息和处理信息的能 力。（3）情感态度目标：通过自主学习和合作学习，培养学生热爱文化遗产保护文化遗产，尊重人民智慧的意识。三、学习者特征分析 教学对象为高中一年级学生，他们的智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。这个阅读材料又是关于历史文物的，相信学生能有很大的兴趣，相信大家可以很容易的进入状态，能把这个阅读材料掌握的很好。四、教学策略选择与设计 所有的教学策略必须围绕学生的知识水平层次和年龄特征以及喜好来设计。环环相扣，设计紧凑。整个教学过程以“ 以学生为学习主体，学生先学，教师后教” 为设计理念，采用设置任务和小组讨论的形式组织教学，将学生的自主学习活动作为课堂的主体，引导学生完 成学习任务。五、教学重点及难点重点：学习相关词句表达；锻炼听说读写能力难点：口语能力挑战六、教学过程Step I. Lead-inShow students four pictures： 1. the Great Pyramid in Egypt 2 . the Great Wall in China 3. the Forbidden City in China 4. Stonehenge in England，请同学们说出其英文名称。Step. Skimming要求学生在课前预习的基础上再浏览全文，并回答问题:、Why is it called the Amber Room?、Check Exercise One and Exercise Two on Page2 of the Students Book .1.Frederick A. stole theAmberRoom.2.FrederickWilliam B.sent a troop of his best soldiers to the king of Prussia.3.Peter the Great C. had theAmberRoommade4.Catherine D. had it moved outsideSt Petersburg.5.The Nazi army E. gave it to the Czar as a gift.6.The Russians and Germans F. built a newAmberRoomafter studying pictures of the old one.Step . Scanning 学生再次细读文章，然后回答下列问题。How did theAmberRoombecome one of the wonders of the world?How was a newAmberRoombuilt?How did theAmberRoomget lost?How was theAmberRoommade?Why did the king of Prussia give theAmberRoomto the Czar of Russia as a gift?学生如有需要，可通过小组合作的形式来共同探讨总结这几个问题的答案即每一段的段落大意。True or False：( ) 1. The Amber Room was made for a short time.( )2. Catherine II didnt like everything about theAmberRoomwhen she first saw it.( ) 3. The Amber Room was taken toKonigsbergand hidden there in 1941.( ) 4. The Russians didnt care about theAmber Room.( ) 5. The Russians have known what happened to theAmberRoom and have made a new one.Step . Post-reading Get the students to summarize the reading passage by filling in blanks.Frederick had theAmberRoommade for his palace. But the next king, Frederick William , _ the amber room _, gave it to the Czar as a gift._, the Czar _ him _ of his best soldiers. Later, Catherine had it _ outsideSt Petersburg. She asked her artists to _ more details _it. Then, the Amber room was _one of the wonders of the world.In September 1941, a time whenGermanyandRussiawere _.The Nazi army _ theAmberRoom. After that, what happened to theAmberRoomremains _. Recently, the Russians and Germans _Amber Room after _ old photos of the _AmberRoom.Step. Listening and Speaking.Students listen to the tape and speak out the story with their own words freely.Step VI. Writing.After students listen to the tape and speak out the story with their own words, ask students write the story.教师活动学生活动设计意图1.展示图片1.学生回答问题1.学习新单词短语2.请学生分两次阅读文章skimming and scanning2.学生阅读文章并回答问题2.通过获取文章信息，练习阅读能力，提高快速获取信息和处理信息的能 力3.播放听力3.做听力训练3.练习听力，对文章有进一步的了解。4.让学生把听到的故事用自己的话说出来并写下来4.学生用自己的话说、写听到的内容4.练习学生说的能力和写作能力。七、教学评价设计 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，使学生明白文物重要性及要做好保护。并且学习英语的四个基本技能听说读写面面俱到，提高了学生的基本技能。同时，培养了学生热爱文化遗产保护文化遗产，尊重人民智慧的意识。极好地完成了教学任务。八、板书设计Unit 1. In search of the Amber RoomMain idea:Paragraph 1.How was the Amber Room made?Paragraph 2.Why did the King of Prussia give the Amber Room to the Czar of Russ