Learning about Language教学实录与评析

教学设计方案

课题名称

姓名

年级学科

英语人教课标必修2

Unit 1 Cultural relics

Warming up &Reading

侯文娟

高一英语

工作单位

教材版本

河北临城中学

人教版

一、教学内容分析

本单元的话题是“文化遗产”。

Warming up部分首先让学生对文物的定义有所了解，然后让学生讨论文物所应具有的特点，在此基础上让学生看几幅图片，进一步讨论“是不是只有像花瓶这样的东西才算是文物，建筑物算不算文物”这个问题。

Pre-reading部分设计了一个问题让学生对琥珀进行初步的了解，然后快速浏览文章。

Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻。

二、教学目标

新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

1. Important words and phrases culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart 2. Ability goals

Enable the students to talk about the story of Amber Room. 3. Emotional goals

Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics. 4.Teaching difficult points

Talk about cultural relics and what should be done with them

5.Teaching methods

a. Learning to the tape

b. Group discussion and presentation

c. Multi-functional teaching equipment 6.Teaching aids

A recorder, a projector, and some slides

三、学习者特征分析

高一学生已经学了三年多的英语，已经非常熟悉英语课堂，对英语学习有着浓厚的兴趣，但是英语的听读能力还有待于加强；学生有过较多的小组合作经验，思维活跃，善于和同学交流，乐于表达自己，渴望达到同学和教师的赞许；作为高一的孩子，他们好奇心强，具有较强的探究欲望，思维能力基本实现从具体思维向抽象思维的过渡。

四、教学过程

I. Warming up 1. Do you know what a cultural relic is? It is any object, building or item that was made sometime in the past.

It may be thousands of years old or may be a few hundred; It may or may not be valuable; It tells us something of the way people lived at

the time it was made. This may be because of its method of manufacture or how the item was used.

2. Look at the pictures below and discuss what they are and whether they are cultural relics or not.

3.Do you know heritage list?

Can you tell me some examples ? I’ll show you some culture relics in the heritage list.

I’d like you to guess what they are! Then think about what are culture relics.

UNESCO (联合国教科文组织)World Heritage List 截止于2006年，全世界共有世界遗产830处，其中文化遗产644处（包括人类口头遗产和非物质遗产代表作：昆曲），自然遗产162处，世界文化与自然双重遗产24处。

Speak it out loudly if you can! II. Pre-reading 1.Have you seen amber? What does it look like? Amber is a hard yellowish brown clear substance. It’s often used for jewels and decorative objects.

2. What can amber be made into? 3. Can you imagine what a room made of amber looks like? magnificent; wonderful…

III. Lead-in

Now please look at the title and the video of the amber room, Please predict what it is about. How much does it cost?

The amber room was first built in 1709. It is said that the amber room is worth 100-250 million

(1亿-2.5亿) dollars. Suppose the Amber Room got lost. How would you feel?

IV. Scanning Please scan the passage to find out characters, things, years, places, reasons and procedures ( who, what, when, where, why and how) in the passage.

1.

Who are characters in the passage?

FrederickⅠ

Frederick WilliamⅠ

Peter the Great Czar CatherineⅡ

pass down

gave the amber room Peter the Great Czar as a gift; In return,

sent him a troop o f his best soliers. Pass down and Catherine Ⅱhad completed the adding to Nazi

? stole 2. What did these people do to the Amber Room?

3. What happened to the amber room in the years below? 1709

Frederick I first had the amber room built. 1716

Frederick WilliamⅠ gave the Amber Room to Peter the Great as a gift. 1770

Catherine Ⅱhad completed the adding to the Amber room. 1941

The Nazi German army stole the Amber Room. 2003

The rebuilding of the Amber Room was

completed. Prussia the palace of Frederick

winter palace

in St Petersburg Places

Russia

summer palace

outside St Petersburg Germany Konigsberg on the Baltic sea

IV. Skimming Read the text and discuss the main idea of each paragraph.

Paragraph 1:

Creation of the Amber Room. Paragraph 2-3:

History of the Amber Room. Paragraph 4:

Disappearance of the Amber Room. Paragraph 5:

Rebuilding of the Amber Room. V. Careful Reading 1. What was the Amber Room made of? 7,000 tons of amber were used to make it. It was also decorated with gold and jewels. 2. The amber feels as hard as stone, how can it be made into a room? Once it is heated, the amber can be made into any shape. 3.Please read paragraph2-5 and fill in the form below. Names of places What is it used for? Prussia St. Petersburg

(Winter Palace) Summer Palace

As the palace of FrederickⅠ

As a small reception hall

for important visitors. Catherine Ⅱ spent her summers there. Summer Palace 2003 For the people of St. Petersburg to celebrate

the 300th birthday of the city. VI. Careful reading

重难句型分析

However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make. This was a time when the two countries were at war.这是两个国家交战的时期。

This / It

/ That was a time when…意为“这是/那是一个……的时期”

It is time for sb to do sth 某人该做某事了

it is/was the first/second/third…time that…

VII. Retelling A strange history

IN SEARCH OF THE AMBER ROOM

Amber Room was first built for ____

_____

_____ Frederick I. In 1716, Frederick William I gave it to Peter the Great ___ ___ ___

of friendship and ___ _____ he got the Czar’s 55 best soldiers. Thus the Amber Room became part of the Czar’s _______ _____ in St. Petersburg and ______ ___ a small reception hall for important visitors. Later, Catherine II told her artists to ____ more details ___ its

design. Unfortunately, in September 1941, when Russia and Nazi Germany were ___ ___, the Amber Room was secretly _____

by the Nazis. _____ ___ ___ ____ that the boxes were then put on a train for Konigsberg. After that, the Amber Room _____ ______. Recently, the Russians and Germans have built a new Amber Room which was ready for the people of St. Petersbrug to celebrate the _____ _________ of their city in the spring of 2003. VIII. Check According to the text, please put the sentences below in right order. 1. Fredrick William Ⅰ

gave the Amber Room to Peter the Great as a gift. 2. The Czar gave Fredrick William Ⅰ55 soldiers. 3. The Amber Room was made for FredrickⅠ. 4. The Russians removed art objects from the Amber Room. 5. More details were added to the room’s design.

6. The Amber Room was taken apart and moved away. 7. A New Amber Room was built. 8. Catherine Ⅱmoved the Amber Room to the palace outside St Petersburg.

The right order: 2-3-1-6-5-7-8-4 Homework 1.

Please recite the general idea of the passage. 2.

Find out the Attributive Clause in the passage. 3.

Please find out the language points in the passage.

五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

Recite what we have learned clearly answer 设计意图

To let students get familiar with words about amber room these To arise students Review some words Ask questions and present Cannot some pictures by projector questions very well interest in our topic To let students have Play the video Look at the attentively deep impression on our topic Let students discuss To make students the questions about what we Communicate with their have learnt in the passage

partners actively consolidate information and learn how to cooperate with others

六、教学评价设计

本节课体现素质教育要求，把评价的侧重点放在学生的学习活动上，围绕学生主动学习来评价；充分利用现代教育技术，使评价具有客观性和可操作性，便于掌握和应用。 评价分为两部分：

1.定量评价 评价总分=课堂学习成果评价表得分（50）+小组协作互助表得分（30）+学习感受得分（20） 2.定性评价 一系列的定性评价和为促进学生发展的改进意见等等。

1.课堂学习成果评价量表（50） 2.课堂小组协作学习评价系列表（30）

3.学习感受（20） 上完本次课，你有什么感受？收获了哪些？你觉得自己还可以做那些改进？比如在小组合作方面，比如在课堂参与方面，比如在练习方面„„？

七、教学板书

In Search of the Amber Room Can you imagine what a room made of amber looks like? characters, things, years, places, reasons and procedures the main idea of each paragraph.

Paragraph 1:

Creation of the Amber Room. Paragraph 2-3:

History of the Amber Room. Paragraph 4:

Disappearance of the Amber Room. Paragraph 5:

Rebuilding of the Amber Room.

八、教学反思

本课教学设计的特色和亮点主要体现在以下几个方面。 第一，本课采用任务型教学。根据学生的实际水平，设计不同的任务；采用整体教学方法，通过问答、判断正误、小组讨论、总结陈述等方法，循序渐进，层层深入, 帮助学生理解课文，分散难点，把握重点。 第二，教学手段直观、形象。借助多媒体教学设备，展示世界新七大奇迹图片，有利于激发学生的学习兴趣。 第三，根据学生水平的差异性，教师注重学习的认知规律，给予适当的支持和引导，在设计中层层深入、循序渐进，在Discussion环节，给予学生词语的提示，使得这些刚上高一的学生，能够自主参与、进行合作、探究活动。教学中充分发挥学习的主观能动性，师生互动，在加强学生综合语言应用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析、解决问题的能力。

有待改进的地方:

1.在step2&3中，部分任务设计难度没有考虑到阅读能力稍差的学生，中下层次的学生感到完成任务有点吃力。在以后类似的教学过程中，我会分几个环节设计精读练习，例如针对中下层学生设计Yes/No questions或T/F。 2.本节课的设计内容容量比较大，任务完成得比较紧迫。