人教版（2019）必修 第二册Unit 1 Cultural Relics Warming up and Reading教学设计（表格式）
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| 名称 | 人教版（2019）必修 第二册Unit 1 Cultural Relics Warming up and Reading教学设计（表格式） |  | |
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| 文件大小 | 55.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-05-13 16:46:21 | ||
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教学设计
章节名称 Unit 1 Cultural Relics Warming up and Reading 学时 1
课标要求 本节课为记叙文语篇学习。学生通过主题语境下的语篇学习发展语言的能力，在听说读看写的活动设计中逐步提升文化意识，思维品质的逻辑性和学习的效率。
内容与学情分析 内容分析 本课时为这一单元的第一课时—热身及阅读课，首先需要对这一话题内容进行整体感知和重点的明确。本节内容以明确什么是文化遗产，文化遗产的价值以及琥珀屋的传奇历史。本节课为新授课，授课容量较大。但在新授课中，学生能接收新知识，这对于有求知欲望的学生而言具有较强的吸引力。本节课的设计采用了记叙文文体特征即时间、地点、人物、事件为理解文本的线索设计，使学生在理解文章内容的同时也学习了记叙文的特点。学生从一个更全面的视角理解文本。
学习重点 （1）了解文化遗产的基本常识。 （2）理解琥珀屋的基本内容，按要求找到对应的信息。
学习难点 活动的迁移：以导游的身份介绍琥珀屋的情况，深入体会文化遗产的价值和意义。
学情分析 本节课的教学对象为高一年级理科班的学生，英语基础较为薄弱。虽然已进入高中近一个学期，但在学习过程中依然表现出基础薄弱的现状。考虑到高一学习内容的要求和特点以及学生在英语学习中的主要困扰，本节课的设计既要注重语言基础的落实还要体现重点内容的突出和难点的突破。所以，要体现出系统性与实用性相结合。并且通过实用性的呈现和感知，让学生领略异域文化遗产的魅力同时也将视野拓宽到世界范围的文化遗产，进而激发学生学习的兴趣与乐趣。
学习目标 1.进行Guessing game环节，让学生通过描述猜出名胜古迹，以引出本节课的主题。 2.介绍琥珀的形成及价值以激发学生了解琥珀屋历史的兴趣。 3.通过阅读的流程循序渐进引导学生了解琥珀屋的更多细节。 4.创设情景让学生角色体验琥珀屋导游，进一步巩固文本知识并激发学生的表达欲望。 5.布置了将琥珀屋的介绍改写成文章的作业以加强巩固文本内容和进行深度思考。
学生课前需要做的准备工作 1．Preview new words in the passage. 2 introduce the Amber Room’s author.
学习策略 1.Activities-based method. 2.Group discussion and presentation.(cooperative learning) 3.Group evaluation.
学习环节 学习任务设计与 教师活动 学生活动设计 设计意图 落实目标
创设情境导入新课 Have a gussing game about some Cultural Relics. Show the students a group of sentences describing some famous cultural relics on the PPT. Encourage the students to take an active part in the guessing game. Evaluate the students’ performance among groups. The students involve the activity to guess the name of the cultural relics according to the description of the group of sentences. They can try their best to try again and again till they get the right answers. Work together and present answers individually. Compete among groups. Raise the Students’ awareness that there are some well-known cultural relics both at home and abroad. Develop the students’ cultural awareness.
Activity 1: Observe and talk. Show pictures of the amber to make the students get some information about it, such as the colour, the shape, the composition, the value and etc. Evaluate the students’ performance among groups. The students observe the pictures carefully and under the guidance of the teacher to get some useful information about the amber. Present the answers to the task individually. Compete among groups. Help the students to get necessary information by observing, listening and talking.
Activity 2: Read for basic information. Ask the students to read the text by themselves in 5 minutes to get the main idea about the text. Observe the performance of the students. Tell the students not to read sentence by sentence ,just skim. Evaluate the students’ performance among groups. Read the text silently in 5 minutes to get the main idea of the text as required. Skim the main idea in limited time. Pay attention to the time requirement and avoid reading line by line. Present the answers to the task individually. Compete among groups. Offer the students enough time to get the main idea of the text with the teacher’s requirement to develop the ability of reading for information and thinking for summary.
Activity 3: Read for detailed information. Ask the students to Number the paragraphs and read them one by one as quickly as they can to get the main idea about them. Ask the students to read the passage quickly and find out characters, years ,and places from the passage. Evaluate the students’ performance among groups. Scan the text and finish the two tasks in this activity in required time. Share the answers in the class. Raise any doubts to discuss if necessary or turn to the teacher for help. Present the answers to the task individually. Compete among groups. Help the students to be familiar with the steps in reading process. Make the students to know how to read effectively. Develop their reading ability little by little.
Activity 4: Read for further understanding. Give the students 5 minutes to read the text again to get the answers to the following questions What did these four people do to the Amber Room What happened in these four years (1716; 1770; 1941; 2003) Check the answers 5 minutes later. Evaluate the students’ performance among groups. The students read the text more carefully again to get some further information as required. During this process, the students need to learn how to think independently before exchanging ideas with others. So they had better read patiently and precisely. Present the answers to the task individually. Compete among groups. Make the students form the learning efficiency gradually during their focus on further detailed information of the text.
Activity 5: Work for practice Work together with the class to sum up the general information about the text with a flash short film .Then, arrange the students to finish the role play task: Suppose they are the guides of the Amber Room. They are going to introduce the Amber Room to people. What are they going to introduce Evaluate the students’ performance among groups. The students finish the role play task in groups. They prepare for this task in their groups and work together . Choose a reporter to present later. Present the task individually representing their pete among groups. The students can develop their ability of thinking logically and speaking fluently. At the same time, help the students to think creatively to present their learning content.
达标 检测 Change their introduction into a passage and tell the story about the Amber Room to their friends and family. Share the results with the class to see whether their introduction cover the key information of the whole passage.
板书 设计 The Amber Room
9
章节名称 Unit 1 Cultural Relics Warming up and Reading 学时 1
课标要求 本节课为记叙文语篇学习。学生通过主题语境下的语篇学习发展语言的能力，在听说读看写的活动设计中逐步提升文化意识，思维品质的逻辑性和学习的效率。
内容与学情分析 内容分析 本课时为这一单元的第一课时—热身及阅读课，首先需要对这一话题内容进行整体感知和重点的明确。本节内容以明确什么是文化遗产，文化遗产的价值以及琥珀屋的传奇历史。本节课为新授课，授课容量较大。但在新授课中，学生能接收新知识，这对于有求知欲望的学生而言具有较强的吸引力。本节课的设计采用了记叙文文体特征即时间、地点、人物、事件为理解文本的线索设计，使学生在理解文章内容的同时也学习了记叙文的特点。学生从一个更全面的视角理解文本。
学习重点 （1）了解文化遗产的基本常识。 （2）理解琥珀屋的基本内容，按要求找到对应的信息。
学习难点 活动的迁移：以导游的身份介绍琥珀屋的情况，深入体会文化遗产的价值和意义。
学情分析 本节课的教学对象为高一年级理科班的学生，英语基础较为薄弱。虽然已进入高中近一个学期，但在学习过程中依然表现出基础薄弱的现状。考虑到高一学习内容的要求和特点以及学生在英语学习中的主要困扰，本节课的设计既要注重语言基础的落实还要体现重点内容的突出和难点的突破。所以，要体现出系统性与实用性相结合。并且通过实用性的呈现和感知，让学生领略异域文化遗产的魅力同时也将视野拓宽到世界范围的文化遗产，进而激发学生学习的兴趣与乐趣。
学习目标 1.进行Guessing game环节，让学生通过描述猜出名胜古迹，以引出本节课的主题。 2.介绍琥珀的形成及价值以激发学生了解琥珀屋历史的兴趣。 3.通过阅读的流程循序渐进引导学生了解琥珀屋的更多细节。 4.创设情景让学生角色体验琥珀屋导游，进一步巩固文本知识并激发学生的表达欲望。 5.布置了将琥珀屋的介绍改写成文章的作业以加强巩固文本内容和进行深度思考。
学生课前需要做的准备工作 1．Preview new words in the passage. 2 introduce the Amber Room’s author.
学习策略 1.Activities-based method. 2.Group discussion and presentation.(cooperative learning) 3.Group evaluation.
学习环节 学习任务设计与 教师活动 学生活动设计 设计意图 落实目标
创设情境导入新课 Have a gussing game about some Cultural Relics. Show the students a group of sentences describing some famous cultural relics on the PPT. Encourage the students to take an active part in the guessing game. Evaluate the students’ performance among groups. The students involve the activity to guess the name of the cultural relics according to the description of the group of sentences. They can try their best to try again and again till they get the right answers. Work together and present answers individually. Compete among groups. Raise the Students’ awareness that there are some well-known cultural relics both at home and abroad. Develop the students’ cultural awareness.
Activity 1: Observe and talk. Show pictures of the amber to make the students get some information about it, such as the colour, the shape, the composition, the value and etc. Evaluate the students’ performance among groups. The students observe the pictures carefully and under the guidance of the teacher to get some useful information about the amber. Present the answers to the task individually. Compete among groups. Help the students to get necessary information by observing, listening and talking.
Activity 2: Read for basic information. Ask the students to read the text by themselves in 5 minutes to get the main idea about the text. Observe the performance of the students. Tell the students not to read sentence by sentence ,just skim. Evaluate the students’ performance among groups. Read the text silently in 5 minutes to get the main idea of the text as required. Skim the main idea in limited time. Pay attention to the time requirement and avoid reading line by line. Present the answers to the task individually. Compete among groups. Offer the students enough time to get the main idea of the text with the teacher’s requirement to develop the ability of reading for information and thinking for summary.
Activity 3: Read for detailed information. Ask the students to Number the paragraphs and read them one by one as quickly as they can to get the main idea about them. Ask the students to read the passage quickly and find out characters, years ,and places from the passage. Evaluate the students’ performance among groups. Scan the text and finish the two tasks in this activity in required time. Share the answers in the class. Raise any doubts to discuss if necessary or turn to the teacher for help. Present the answers to the task individually. Compete among groups. Help the students to be familiar with the steps in reading process. Make the students to know how to read effectively. Develop their reading ability little by little.
Activity 4: Read for further understanding. Give the students 5 minutes to read the text again to get the answers to the following questions What did these four people do to the Amber Room What happened in these four years (1716; 1770; 1941; 2003) Check the answers 5 minutes later. Evaluate the students’ performance among groups. The students read the text more carefully again to get some further information as required. During this process, the students need to learn how to think independently before exchanging ideas with others. So they had better read patiently and precisely. Present the answers to the task individually. Compete among groups. Make the students form the learning efficiency gradually during their focus on further detailed information of the text.
Activity 5: Work for practice Work together with the class to sum up the general information about the text with a flash short film .Then, arrange the students to finish the role play task: Suppose they are the guides of the Amber Room. They are going to introduce the Amber Room to people. What are they going to introduce Evaluate the students’ performance among groups. The students finish the role play task in groups. They prepare for this task in their groups and work together . Choose a reporter to present later. Present the task individually representing their pete among groups. The students can develop their ability of thinking logically and speaking fluently. At the same time, help the students to think creatively to present their learning content.
达标 检测 Change their introduction into a passage and tell the story about the Amber Room to their friends and family. Share the results with the class to see whether their introduction cover the key information of the whole passage.
板书 设计 The Amber Room
9