人教版高一英语必修2第一单元阅读课教学设计.docx
人教课标版高中英语必修2 Unit1_Reading_名师教学设计(一)
Unit1 Reading 名师教学设计（一）In Search Of The Amber RoomShen YananTeaching Objectives：1.Knowledge Objectives：Enable students to have a general idea about the history about amber room.2. Ability Objectives:Make predictions based on title②Skim for main idea and learn to analyze structure according to the structure of an introduction.③Scan for the basic information.④learn how to express opinions towards3. Emotional ObjectivesEnable students to know more about cultural relics and arouse their awareness of protecting cultural relics.Step I Lead in1. Watch a video.2. Have you ever seen anything made of it?Can you imagine a house made of amber?（设计意图：创设情境引导学生认识琥珀，进而引入本课主题琥珀屋。
）Step II PredictionWhat can you get from the title?Predict: This passage is mainly about_________________.（设计意图：学会根据题目猜测文章大意）Step III Skimming1.Skim for the main idea to check whether the predictions are right or wrong. The text mainly talks about the _____________________.2.Skim to match the main idea.___How did the Amber Room become one of the wonders of the world?___How was a new Amber Room built?___How did the Amber Room get lost?___How was the Amber Room made?___Why did King of Prussia give the Amber Room to the Czar as a gift?3.Please use one word to summarize the main idea of each paragraph and divide it into ______ parts.Paragraph 1 _________Paragraph 2 _________Paragraph 3 _________Paragraph 4 _________Paragraph 5 _________（设计意图：培养学生速读的习惯，学生能够总结文章大意，并能分析文章结构）Step IV Scanning1.Scan part 1 to find the details.2.What words can you use to describe the amber room? ______ _______ _______ ________ _________ _______ （设计意图：培养学生细读的习惯，了解琥珀屋的历史）2.Scan part 2①.Find the main characters in this part___________ _____________ _______________ ________________ ____________②What did these main characters do to the amber room?.2.Scan part 31.Why did they build a new amber room looking like the old one?_____________________________________________________________________（设计意图：找出文中细节，并能够复述文中主要情节）Step V DiscussionIs it worth building lost cultural relics such as amber room?Possible sentence structures：I hold the view that.......As far as I'm concerned,......I think/In my opinion,..........I strongly believe that.......The reasons are as follows：Firstly,______________________________________Secondly,______________________________________Thirdly,________________________________________Step VI HomeworkWrite a short passage to show your opinions._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 设计意图：能够通过小组讨论，增强口语表达能力，并能将其写成一篇小文章，锻炼写作能力。
人教新课标版必修2Unit1InSearchOfTheAmberRoom阅读课教学设计
人教新课标版必修 2 Unit 1 In Search Of The Amber
Roo m阅读课教学设计
一、课型
阅读课
二、教学内容分析
本课时是人教新课标版必修2 unit 1中reading部分。
主要讲述the amber room的奇怪历史以及近期的重建，旨在让学生在阅读中学习有关的语言知识，提高阅读技能，激发学生对琥珀屋作为cultural relic 的历史知识的认识和保护cultural relics 的意
识。
三、设计思想
1. 由于是一篇阅读课，设计的基本原则之一就是要训练学生的各种常见阅读技巧，比如迅速浏览，包括图片和题目以及首尾段、主题句等找主旨大意；原则之二就是让学生通过阅读文章，了解琥珀屋的历史、失踪的情况以及近期的重建。
2. 鉴于我校学生的实际情况和本节公开课的特点，借助课件我
设计了用填空的形式让学生了解课文以时间为线索的叙事特点，用true or false 来进一步检查学生对课文的理解情况。
另外，对长
难句及语法项目则采取先体验再理论总结并付之于课后习题实践
的原则。
四、teaching aims:
1.get the students to know about the strange history of。
人教版高一英语必修二unit 1 reading教案
Unit1 Cultural RelicsThe first periodWarming up and readingTeaching Goals1.Knowledge goals1) Get students to learn the useful new words and expressions.a. Important words and phrasesculture, 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, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2) Let students learn about the history of the Amber Room.2. Ability goals1) Let students read the passage In Search of the Amber Room to develop their reading ability.2) Enable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and stimulate their sense of protecting cultural relics.Teaching Important Points1) Let students read the passage In Search of the Amber Room and learn about the story of the Amber Room.2) Get students to learn different reading skills.Teaching Difficult Points1) Enable students to learn to talk about cultural relics and what should be done with them.2) Develop students’ reading ability.Teaching Methods1. Task-based teaching and learning2. Group discussion and cooperative learning3. Multi-functional teaching equipmentTeaching AidsA recorder, a projector, and some slidesTeaching ProceduresStep 1 Leading-inCooperative learning:1.Do you know these famous places? If you know, what do you know aboutthem?2.Which one do you like to visit? Why?3.What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)4. In your opinion, what are cultural relics?2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyramids in Egypt(3)The Tai Mahal (In India (4) The Sydney Opera (In Australia) (5) The Great Barrier Reef (In Australia) (6)The Big Ben (In England)Step 2 Pre-reading1. Ask students to predict what the passage is about according to the title and the picture.2. Suppose one of them got lost, how would you feel and what will you do with it? (Try our best to find it; Protect the others in order that they will not get lost; Rebuild a new one if we really can’t find it)Step 3 ReadingTask 1: Fast reading1.Answer the following questions:1)Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)2) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)2. Skim the text and complete the exercises of Comprehending.①Keys to Ex11. The king of Prussia who gave the Amber Room as a gift to Russia was_______.A.Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2. The king of Prussia gave the Amber Room to Russia because_____.A.he wanted to marry Catherine II.B. he was kind.C. he needed better soldiersD. he wanted to make friends3. The Amber Room was stolen by______.A.Russian soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France5. The Russians didn’t hide the Amber Room because ______.A.they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it awayT or F questions:( ) 1. The Amber Room was not easy to make.( ) 2. Catherine II didn’t like everythi ng about the Amber Room when she first saw it.( ) 3. The Amber Room was taken to Konigsberg and hidden there in 1941. ( ) 4. The Russians didn’t care about the Amber Room.( ) 5. The Russians don’t think the Amber Room will ever be found.Task 3: Intensive reading Main idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time (CatherineⅡ had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step 4 Discussion1. Do you think if it is worthwhile to reproduce the amber room? Why?2.What should we do to protect our cultural relics?Step 5 ConsolidationGive students some key words and expressions on the blackboard and let them retell the story.Step 6 Homework1. Learn the useful new words and expressions by heart.2. Read the text again and underline some different word and sentence structures for them.。
人教版 高中英语必修2 Unit1 Reading 阅读课教案
Unit1 Cultural RelicsReadingI.Teaching content: 人教版高中英语必修2 Unit1 Cultural Relics P2 In Searching of the Amber Room(Theme: man and society)II.Teaching objectives:After learning this lesson, students will be able to1. Learn the history of the Amber room.2. Exercise reading skills: predicting, skimming, scanning, careful reading and summarizing.3. Understand the importance of cultural relics and protecting them.4. Develop the ability to give opinions through group work.III.Important and difficult points:1. Important points: Learn the history of the Amber Room and retell it.2. Difficult points: Try to give opinions fluently.IV.Teaching aids: Blackboard and PPT.V.Teaching methods: PWP modelVI.Teaching procedures:Step 1. Lead-in (5min)T: How about your holiday? Did you have a trip?S:T: In this National Day holiday, many people traveled Beijing. Because you know there was a grand military parade. But besides this, where else could they visit?S: Tian An Men, the Great wall, the Forbidden city, Yuan Ming Yuan, Tsinghua University, the Temple of Heaven…T: （长城、故宫等图片）We can call them cultural relics. So according to these pictures, could you tell me what the meaning of cultural relics is? Or give me some words to describe it?S: architectures, old, rare, valuable, represent history…T: Good job! Here, I want to share a definition of the cultural relic.“A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.”S:T: Now we know what exactly a cultural relic is. Here are some pictures.（国内外文化遗产的图片）Please judge whether they are cultural relics.S:T: So cultural relics are not just architectures or works of art. They can be anything that are symbols of history.[Justification: This step is to grasp students’ attention, stimulation their interest in the topic. And students can learn the definition of the cultural relic.]Step 2. Pre-reading (2min)T: There is a beautiful cultural relic——Amber Room. From its name, we can get that it is made by amber. So who knows what is amber?S: a kind of fossil, jewel, yellow rock…T: “a hard yellowish to brownish translucent fossil resin; used for jewelry”（琥珀图片）S:T: Look at the title of the passage. What’s the meaning of “in search of”?S: find, look for…T: Yes. But why people use this phrase? Could you guess what this passage talks about from the title?S1: Someone visit the amber room.S2: What happened to the Amber Room.[Justification: This step is to let students learn what the amber is and exercise their predicting abilities.]Step 3. While-reading (22min)1. SkimmingT: Wonderful guessing! Now let us find the answer from the passage. Please skim the passage and use one or two sentences to summarize the passage. 2 minutes.S: The story of the Amber Room.[Justification: This step is to exercise students’ abilities of skimming and summarizing the whole passage.]2. ScanningT: Scan the passage and complete the second exercise on P2. Please pay attention to the clues of the passage--- the time, country and character involved in the passage. You can use straight line, circle or wavy line to mark. 3 minutes.S:[Justification: This step is to exercise students’ abilities of scanning and summarizing the main idea of each paragraph.]3. Careful-readingT: Now let’s try to answer these questions.(1)T: “How was the Amber Room made?” Skim the first paragraph again and complete the table.1 minute.T: Do you remember the clues I mentioned before?S: Time, country, character.What time is mentioned in the passage?S: Four. 1716, 1770, 1941, 2003.T: How many countries? And what are they?S: Three. Prussia, Russia and Germany.T: From the passage, we know that after 1941, the Amber Room is missing. So from then on, we don’t know where is it. The pay attention please. Think back to the title we just mentioned, so now do you know why the author use “in search of”? Because this amber room has disappeared. T: And how many characters are mentioned in the passage?S: Six/Seven.T: First person is?S: Frederick WilliamⅠ.T: Are you sure? First person who was related to the amber room is?S: FrederickⅠ.T: Good! Who is he? What did he have to do with the Amber Room?S:The King of Prussia. It is designed for his palace.T: Next person? Who is he?S: Frederick WilliamⅠ. The next King of Prussia.T: Why he got it?S: FrederickⅠpass it down to Frederick WilliamⅠ.T: And what did he do to it?S: Not to keep it. He gave it to Peter the Great.T: Who is he? And what did he do?S: The Czar of Russia. In return, he sent back a troop of his best soldiers.T: And then the Amber Room become what?S: The part of…T: And the next person involved was?S: CatherineⅡ.…T: In 1941, what happened and what happened to the Amber Room?S: War between Russia and Germany. The Nazi army stole it. And then it is missing.T: Answer the question using T/F. 1 minute.S:a. In 1941, the two countries Germany and Prussia were at war. (F)b. The Russians didn't remove the Amber Room but only the furniture and small art objects. (T)c. 1000 pieces of the room were put inside 72 wooden boxes and then put on a train for Konisgberg. (F)T: Recent years, what happened to the Amber Room?S: In 2003, it was rebuilt by Russians and Germans according to old photos of the former one.T: So as you can see, the history of the Amber Room is so amazing. Now please retell the history of the Amber Room in your own words according to the blackboard. Pay attention to the time, country and character. Prepare for it, 2 minute.[Justification: This step is to help students to learn the history of the Amber Room logically and in detail. At the same time, it can exercise their ability to extract useful information.]Step 4. Post-reading (10min)Group discussion/DebateT: I think you all are familiar with Yuan Ming Yuan in Beijing right? But we all know that it isn’t rebuilt as the amber room. So why faced with the similar destroyed cultural relics, but the choices are totally different? Is it worth rebuilding destroyed or lost cultural relic such as the Amber Room and Yuan Ming Yuan? Yes or Not? Give your opinions and reasons. I will give you 5 minutes to discuss with your classmates.[Justification: This step is to let students explore the meaning/value of the cultural relic, realizing we should protect them. And it can exercise their abilities to give opinions.]Step 5. Homework (1min)T: Good ideas of you all! Although you may have different opinions of rebuilding or not, you all agree that cultural relics are valuable. But now some of them are being destroyed. That is to say, some are in danger. So protection is urgent. Please write an article:1.Give your opinions about the value of cultural relics.2.Give some suggestions on how to protect them.3.At least 100 words.[Justification: This step is to let students realize that the importance of protecting and use their recent knowledge to express, preparing for next writing lesson.]VII.Blackboard-writing。
人教版高中英语必修2 Unit1 Reading 优秀教学设计(一)
Unit1 Reading 教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on the main idea, some key details and the structure of the passage. While teaching, teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Learn some detailed information about the Amber Room.2. Improve students’ reading ability.3. Train students’ ability to grasp key information while listening.4. Train students’ speaking ability.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(2) Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.(3) This was a time when the two countries were at war.(4) There is no doubt that the boxes were then put on a train for Konigsberg ...教学过程Step 1 Lead-inT: Hello, everybody! As you know, we can usually get some information frompictures. Please look at the pictures and use the words in Unit 1 to describe them. (Students give their answers.)Can you imagine building a room using amber? Today we will get to know a mysterious amber room. Now watch a short VCR to get some brief information.Step 2 Reading1. SkimmingT: Read the text quickly, trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .T: Have you finished? If you find the answer, please put up your hand. Now let’s check up the answer.S1: Amber Room, Germany and Russia.T: Excellent. OK, class, just now you found out some simple facts about the text. Read the pas-sage quickly and. find out the main idea of each paragraph.Para.1: The Amber Room and itsParagraphs 2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber RoomT: Have you got the answers？Ss: Yes.T: All right. Tell me your answers.Ss: Para. 1: designParagraphs 2~3: The historyPara.4: The missingPara.5: The rebuilding2. ScanningA. Read through the text and decide whether the following statements are true or false.1. The Amber Room, which was a great work of art, was originally (起初) made to be a gift to the Russian people. ( )。
人教版英语必修二Unit 1(Reading)教学设计
人教版英语必修二Unit 1 Reading教学设计一、教学内容分析In search of the Amber Room是人教版英语必修二第一单元Cultural Relics的第一篇阅读文章。
这一单元主要涉及到与文化遗产有关的一些知识，如文化遗产的定义、特点、如何更好地保护好文化遗产等。
学生在学习了必修一五个单元的内容后，已经初步掌握了一些基本的阅读技巧，对高中英语每个单元的构架、组织也有了一些了解，这些为这一单元的学习奠定了一些基础，学生在学习这一篇文章时就不是那么陌生和困难。
这一单元的reading部分通过给学生介绍琥珀屋的历史，来增加学生对文化遗产保护的兴趣、引起他们对文化保护的重视，同时也培养学生从整体上理解文章的能力和利用已有资源培养学生批判性思维的能力。
二、教学目标：知识与技能：（1）学习与文化遗产有关的词汇、短语；（2）学习迅速把握文章大意的能力；（3）学习流畅的朗读能力；（4）学习查找工具书解决疑问的能力。
过程与方法：通过提问和讨论，引导学生发现琥珀屋的价值，进而了解怎样去评价一件文化遗产的价值。
情感态度和价值观：（1）培养学生保护文化遗产的意识；（2）通过讨论，培养学生的合作意识和批判性思维能力。
三、教学重点和难点：教学重点：（1）学生能形成保护文化遗产的意识；（2）学生能快速阅读并把握文章重点；（3）学习与文化遗产相关的词汇。
教学难点：（1）学生能理解文章中出现的人物与琥珀屋的关系；（2）学生能合作复述文章内容。
四、教学用具：黑板，多媒体五、教学设计总体思路这一篇文章的教学主要以提问、布置任务的任务型教学和学生讨论的合作性学习为主。
课堂开始时通过提问的方式引导学生利用工具书来理解文化遗产的定义，站在广义的角度去认识阅读部分所讲述的文化遗产属于哪一类型。
然后通过图片呈现和一问一答的方式让学生了解文化遗产的价值。
此外通过布置任务的方式引导学生利用阅读技巧，了解文章段落大意。
通过仔细阅读，把握文章中所提到的历史人物和琥珀屋的关系，让学生意识到琥珀屋存在的历史价值，并通过小组讨论、合作的方式来巩固文章大意，进而为后面的开放式讨论奠定一定的理论基础。
人教版高中英语必修二Module1阅读教学设计
教学设计一、课标解读：《标准》指出，“在英语课程中，要鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习能力”。
换句话说，英语学习的过程应该是学生在教师的指导下构建知识、发展技能、活跃思维、展现个性和拓展视野的过程。
在设计教学过程时，尤其是任务的安排和实施环节，我都努力实现以学生为主体，体现思考、讨论、反思、总结、实践的理念，并尽可能的开发学生的思维，给学生充分的时间独立思考，强化输出，进而形成一堂完整的英语阅读课。
二、教材分析：外研版Book2以与学生生活相关的话题为主要内容，结构合理，在重难点设计上着力突出语言知识的运用。
三、学情分析：高一学生已适应高中英语的授课模式，能够很好的与教师在课堂上进行沟通，并形成一定的默契，但在不断激发学生学习英语学习兴趣方面，教师仍需不断更新思想，多给学生带来“新鲜事、新鲜感”。
在这个阶段的学生，适应了高中生活的节奏，就会出现一种习惯性的学习方式。
我一直在思考的问题是如何不断改变自己的授课模式，让学生摸不清老师的套路，才会在每一堂课上都有收获，都充满期待。
这样，学生的潜力在每一天都有不同程度的发掘。
四、教学目标：1. Students are expected to grasp the main idea of the passage.2. Students are supposed to know the importance of developing healthy habits in daily life.3. Students are expected to offer suggestions on how to developing healthy habits and put it into use in daily life.五、教学过程：I. Presentation学生做Healthy Habits的演讲，引入课文讲解，presentation中贯穿一些课本知识内容，如：You are what you eat. An apple a day keeps the doctor away. Healthy mind in a healthy body. Early to bed, early to rise makes a man healthy, wealthy and wise. 第一个视频介绍了重点单词diet, a balanced diet, be on a diet. 这些知识点都为最后一个任务安排做了铺垫。
人教版高一英语必修二第一单元教案模板
人教版高一英语必修二第一单元教案模板高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课。
下面是小编为你准备的人教版高一英语必修二第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二第一单元教案篇1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。
通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。
同时激发学生对家乡的自豪感和热爱之情。
教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
人教新课标版必修2 Unit 1 In Search Of The Amber Room阅读课教学设计
人教新课标版必修2 Unit 1 In Search Of The AmberRoom阅读课教学设计一、课型阅读课二、教学内容分析本课时是人教新课标版必修2 unit 1中reading部分。
主要讲述the amber room的奇怪历史以及近期的重建，旨在让学生在阅读中学习有关的语言知识，提高阅读技能，激发学生对琥珀屋作为cultural relic的历史知识的认识和保护cultural relics 的意识。
三、设计思想1.由于是一篇阅读课，设计的基本原则之一就是要训练学生的各种常见阅读技巧，比如迅速浏览，包括图片和题目以及首尾段、主题句等找主旨大意；原则之二就是让学生通过阅读文章，了解琥珀屋的历史、失踪的情况以及近期的重建。
2.鉴于我校学生的实际情况和本节公开课的特点，借助课件我设计了用填空的形式让学生了解课文以时间为线索的叙事特点，用true or false来进一步检查学生对课文的理解情况。
另外，对长难句及语法项目则采取先体验再理论总结并付之于课后习题实践的原则。
四、teaching aims:1.get the students to know about the strange history ofthe amber room by using various reading skills.2.motivate the students to treasure and protect the important cultural relics.3.be more familiar with the attribute clause: the restrictive attribute clause and the non-attribute clause.五、important and difficult points1.try to use various reading skills to get the required informationeful expressions3.the attribute clauses六、teaching processstep one free talk1. how many cultural relics can you name?2. are they important to human history?（设计说明：选择学生感兴趣的话题，以头脑风暴的形式激发学生学习热情，为其搭建一个交流展示平台。
高一英语必修二unit1reading教学设计
高一英语必修二unit1reading教学设计第一篇：高一英语必修二 unit1 reading 教学设计Unit1 Cultural Relics Reading ： In search of the Amber Room 教学设计Teaching aims:1.knowledgea.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 apartb.Important sentence style1)In return, the Czar gave the King of Prussia 55 of his best soldiers.P2 2)This was a time when the two countries were at war.P2 3)There was no doubt that the boxes were then put on a train for …..P24)After that , what really happened to the Amber Room remains a mystery.P2 5)I think highly of those who are searching for the Amber Room.2.Ability goals Enable the students to talk about the story of Amber Room.3.Learning ability goals Help the students learn how to talk about cultural relics and have the sense of protectingcultural relics.Teaching difficult pointsTalk about cultural relics and what should be done with them Teaching methods1.Group discussion and presentation2.Multi-functional teaching equipmentTeaching aidsA recorder, a projectorTeaching steps Step Ⅰ Warming-up1．Greet the whole class as usual.2．Have a free talk with students.3.Play a guessing game.Show some information about some famous Cultural Relics, let students guess what they are.Step Ⅱ Discussion Discuss with your partner,“What is a cultural relic ?”Step Ⅲ Reading1.Before reading.Look at some pictures about the raw amber,Can you imagine what a room made of amber looks like?2.While reading.1）listen to the tape and go through the passage thinking about the main idea of the passage.Then ask some students to fill in the blanks about the main idea, and match the main idea of each paragraph.2)Go through the passage again and try to get some details.Find out characters , years ,and places in the passage.3)Read the text carefully and try to anwers these tow questions: a.What did these four people do to the Amber Room? b.What happened in these four years(1716;1770;1941;2003)? 4)Read Para 1 to find detailed information About the Amber Room.5)Read Para2-5 to do the task reading.Step Ⅳ Role-play.Suppose you are a guard and the others are visitors, now try to make a brief introdction about the Amber Room.You can begin like this:Ladies and gentlemen, welcome to Amber Room.I’m glad to introduce the Amber Roo m to you...Step Ⅴ Discussion“How should we treat cultural relics? ”Step Ⅵ Homework1.Recite the new words from “cultural” to “former”.2.Retell the history of Amber Room.第二篇：《荷塘月色》教学设计(苏教版高一必修二)一、教学目的1．整体感知课文，理解作者淡淡的忧愁与淡淡的喜悦夹杂在一起的思想感情。
人教课标版必修2 Unit 1 Cultural Relics 阅读课教学设计
人教课标版必修2 Unit 1 Cultural Relics 阅读课教学设计发表时间：2010-11-10T15:11:56.467Z 来源：《英语周报》（高中教师版）2010年第12期供稿作者：徐众宇[导读] 理解文章的主旨大意始终是阅读的一个难点，需要我们在平时的课堂教学中对学生多加指导与训练。
徐众宇1. Analysis of the teaching contents：This is the first teaching period of this unit. The central part of this period is the reading passage with the name of In search of the Amber Room showing the students the things about the Amber Room. Warming up gives three questions and four pictures for the students to discuss, aiming at preparing students for the content of the unit.Pre-reading provides some questions and a picture to help the students focus on the topic of the reading pas sage and lead the students to think about some things about amber. Reading tells the students the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia. It is a relic which has been lost. Let the students imagine that they are reading a detective story and simply focus on what happened to the Amber Room. This section also introduces the students to many of the relics terms they will use throughout the SB and WB parts: rare, valuable, dynasty, amaze, fancy, jewel, in search of. Comprehending consists of three written or oral practice for the students to do so as to help the students to get a better understanding of the text, that is to say,to help the teacher to check how much the students have understood the text.2. Teaching aims：（1）To know the meaning of the following new words and phrases appearing in this passage: rare, valuable, survive, vase, dynasty, in search of,amaze, amazing, select, honey, design, fancy, style, dec-orate, jewel, artist, belong, belong to, in return, troop,reception, at war, remove, less than, wooden, doubt, for-mer, worth （2）To learn about some cultural relics.（3）To learn how the information is organized.（4）To develop the students’reading ability by skimming and scanning the passage. （5）To develop the students’speaking ability by talking about cultural relics. （6）To stimulate the students to love cultural relics, protect cultural relics and improve the ability of under-standing and enjoying. （7）To develop the students’sense of cooperative learning.3. Teaching process and methods：（1）While doing Warming up the teacher can lead in the topic of this unit by showing the students some cultural relics and some pictures and imagining that you have seen a Ming Dynasty vase and introduce some technical vocabulary concerning cultural relics and to review and develop the studentsunderstanding.（2）During Pre-reading the teacher can go around the classroom and discuss the questions with several students. This discussion should be student-centered and arouse the students’interest in amber. The teacher should also ask the students some questions and try to let them have a general knowledge of amber.（3）While doing Reading and Comprehending, the teacher may first ask the students to read the text quickly to get the general idea of each paragraph. After detailed reading of the passage, the students are encouraged to answer some questions and discuss the text structure.（4）To consolidate the contents of the reading pas-sage, the students should be required to retell the text in their own words at the end of the class.4. Teaching important and difficult points:（1）To enable the students to learn about cultural relics and to develop their reading ability.（2）To enable the students to talk about cultural relics.5. Teaching procedures:StepⅠWarming up（1）Warming up by looking and talking.Show the following pictures to the students and let them know about cultural relics and talk about them. Do you like the pictures above? Do you know any other cultural relics? Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time? Please work with your partners and describe them. Have you ever seen a relic?(Some new words: rare, valuable, dynasty, amaze,fancy, jewel, in search of. ...) ______________________________________________________________________________________ _____________________________________________ _____________________________________________ （2）Warming up by reading a short passage.What is a cultural relic?Cultural relics are physical reminders of what different people valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a sense, it can be said that they belong to all people. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserve some aspect of cultural heritage and each relic, regardless of whether the same hands creat ed many examples of it, is still a unique cultural expres-sion and contribution.[设计意图]通过6 幅文物照片和一篇叶什么是文物曳的小文章导入，让学生了解文物并激发学生的学习兴趣，也为导入琥珀房子这个话题埋下了伏笔。
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计3）掌握精读的方法，了解作者是如何叙述“琥珀屋”失踪的来龙去脉，增加对阅读文章篇章结构的理解。
2. 语言技能目标：1）通过阅读提高学生的阅读能力。
2）充分利用多媒体技术培养学生组织语言、运用语言的能力。
3）培养学生的质疑意识，提高学生分析问题和解决问题的能力。
3. 情感态度目标：通过本节课的学习，让学生了解文化遗产对人类社会生活的重要价值，增强保护文化遗产的意识。
二、教学重点和难点：1. 通过任务型阅读教学使全体学生学会获取语言知识和信息知识，培养学生用英语获取信息、处理问题和解决问题的能力。
2. 为全体学生进行有效阅读策略的点拨与指导，如略读、寻读、预测和分析性阅读。
三、教学方法：1. 小组讨论竞赛法：按4 人一个小组，把学生分成A、B、C、D...若干个小组进行相关问题的讨论。
讨论后每组推出一个同学回答，答对给1 分，答错扣1 分，在黑板左上角公布各小组成绩。
到下课时各小组的竞赛结果一目了然，给予获胜的小组以精神或物质奖励，以激发学生的学习主动性和积极性。
2. “任务型”教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导和帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
3. 演示法：把制作的课件、图片等展示给学生看，便于学生对微观知识的把握，从而达到解决问题的目的。
四、教学过程：Step Warming up and lead-in1. Ask the students: What is a cultural relic? Can you give some examples?2. Show some pictures.Task 1 Get the students to answer the question.What are the characteristics of cultural relics? Keys: It has a long history.It is beautiful, magnificent!A part of it has remained.It tells us about the past.It played an important role in the history.Many big events happened to it.It becomes the pride of the country....[设计说明]通过竞赛、观看有关图片及小组讨论等形式，激发学生的学习兴趣，训练学生说的能力，为下面的阅读作好铺垫。
高中英语新人教版精品教案《人教版必修2 Unit 1 Cultural Relics---Reading》
人教版必修2 Unit1 Cutura
Reic-Reading 教学设计
一． Anai of teaching content and tudent 教材处理及学情分析：
本节课教学实践对象是高一学生,学生对于本单元话题---琥珀屋这一西方“文化遗产”知之甚少，也无任何与话题相关的背景储备可言。
无论从阅读技能策略的掌握程度，还是思维广度深度而言，都有可能在解读文本中遇到困难。
因此需要找准阅读的切入口和激发点，准确定位教学目标。
二． Teaching obective教学目标:
1 Knowedge obective知识目标:
学生依托语境习得与讨论“文化遗产”这一话题相关目标词汇，如wonder, mter, vauabe等，为有效输出做好语言储备。
2 Abiit obective能力目标:
学生通过快速阅读抓住时间线索，重新整合被处理过的文本。
细读过程中通过提炼动词和名词勾勒文本主线，理清文本大意。
3 Emotion and attitude obective 情感态度目标:
学生能通过阅读来阐释文本主旨，评鉴文本蕴含的深意，领悟语篇精神与价值，提高保护文化遗产的意识。
三．Teaching method教学方法:
Communication aber Room 的重建引至如何保护拜城克孜尔千佛洞文化遗迹。
通过讨论并作答，引起学生对于文化遗迹保护的意识。
Steewor
查阅相关资料，进一步了解除拜城克孜尔千佛洞，阿克苏地区还有哪些耳熟能详的文化遗迹。
设计意图：让学生对文化遗产及当地文化遗迹有更清楚的了解，培养青少年保护文化遗迹的意识。
人教课标版英语必修二Unit1 Reading 课程教学设计
Unit1 Reading 优教教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on the main idea, some key details and the structure of the passage. While teaching, teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Learn some detailed information about the Amber Room.2. Improve students’ reading ability.3. Train students’ ability to grasp key information while listening.4. Train students’ speaking ability.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(2) Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.(3) This was a time when the two countries were at war.(4) There is no doubt that the boxes were then put on a train for Konigsberg ...教学过程Step 1 Lead-inT: Hello, everybody! As you know, we can usually get some information from pictures. Please look at the pictures and use the words in Unit 1 to describe them. (Students give their answers.)Can you imagine building a room using amber? Today we will get to know a mysterious amber room. Now watch a short VCR to get some brief information.Step 2 Reading1. SkimmingT: Read the text quickly, trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .T: Have you finished? If you find the answer, please put up your hand. Now let’s check up the answer.S1: Amber Room, Germany and Russia.T: Excellent. OK, class, just now you found out some simple facts about the text. Read the pas-sage quickly and. find out the main idea of each paragraph.Para.1: The Amber Room and itsParagraphs 2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber RoomT: Have you got the answers？Ss: Yes.T: All right. Tell me your answers.Ss: Para. 1: designParagraphs 2~3: The historyPara.4: The missingPara.5: The rebuilding2. ScanningA. Read through the text and decide whether the following statements are true or false.1. The Amber Room, which was a great work of art, was originally (起初) made to be a gift to the Russian people. ( )2. Frederick William Ⅰgave the Amber Room to Peter the Great. ( )3. Peter the Great had the Amber Room moved outside St Petersburg. ( )4. The Amber Room was one of the wonders of the world, but no one knows where it is. ( )5. We don’t know what happened to the Amber Room during World WarⅠ. ( )6. In recent years, a new Amber Room has been made in St Petersburg, and it looks like the old one. ( )T: Have you finished? OK, let’s have a check.S1: FS2: TS3: FS4: TS5: FS6: T3. Careful readingA. Read through Para. 1 and fill in the blanks.Suggested answers: 1. yellow-brown 2. Prussia 3. fancy style 4. amber (several tons) , gold and jewels 5. 10 yearsB. Read through Paragraphs 2~3 carefully and then join the correct parts of the sentences together.T: Are you ready? Shall we check the answers?Ss: Yes.Suggested answers: 1. B 2.D 3.A 4.CC. Read through Para. 4 and do the following exercises.1. The Russians didn’t hide the Amber Room becauseA. they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it away2. In 1941, Konigsber was a city in .A. GermanyB. RussiaC. SwedenD. FranceSuggested answers: 1.C 2. AD. Read through Para. 5 and fill in the blanks about the rebuilding of the Amber Room.Suggested answers:(l) the Russians and Germans(2) old photos of the former one; the old one(3) the 300th birthdayStep 3 Cracking the difficult pointsT: As you know, there are always some sentences either complex or special in a text. By grasping their meanings you can understand the text better. Do you think so? Well, please underline the sentences below in your text and observe them carefully.Then have a discussion in pairs. Try to understand the structures and meanings of the sentences according to the context.(l) Frederick WilliamⅠ, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such a amazing history,(2) Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.(3) This was a time when the two countries were at war.(4) There is no doubt that the boxes were then put on a train for Konigsberg...Let students work in pairs: One reads the sentences and the other translates the sentences into Chinese.S1 and 2: …S3 and 4: …S5 and 6: …S7 and 8: …Suggested answers:(1) 普鲁士国王腓特烈.威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。
人教版高一英语必修2第一单元阅读课教学设计
人教版高一英语必修2第一单元阅读课教学设计Reading In search of the Amber Room[摘要]本文结合武夷山一中开展“有效教学”的课题研究，阐述笔者对“有效教学，以学生为主体”的课程理念的理解。
教师在充分挖掘和利用教材资源，给予学生充分思考和探索的机会，指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。
[关键词]以学生为主体阅读策略阅读理解能力武夷山一中于2008年11月申请全国教育科学“十一五”教育部规划“有效教学行动策略研究课题”。
课题组总负责人我校校长谢建亮在研讨会中做了重要发言，鼓励老师们积极投入到这次行动研究中，运用最佳教学策略，从而有效促进学生素质在德、智、体、美等方面，获得全面提高。
有效教学（或优质教学）的理念是“学生先学，教师后教”。
以问题为主线，以评价为手段，解决学生低效学习，教师低效教学的问题。
将课堂效率最大化，即，学生的学最大化，教师的教最小化，重点培养学生发现问题，提出问题，分析问题，解决问题的能力，使学生学会自主合作探究学习的同时，使教师学会有效教学，不断促进教师专业发展。
有效教学主张通过科学的观察和测量来考查教学的效果、效益和效率，它是真正促进学生发展的科学。
这里说的“ 发展”，不仅指学生新的知识和技能的获得，还包括学生的思维能力的发展以及情感、态度和价值观的形成。
笔者对“ 以学生为主体，倡导有效教学”的教学理念的理解有四个方面：（1）课堂活动的设计要符合学生的认知水平。
（2）教师要充分尊重学生在课堂中的主体地位，给予学生思考和探索的时间和机会，使学生成为学习的主人。
（3）教师要从学生的立场考虑问题，从学生的角度审视自己每一个教学行为的合理性。
（4）教师要充分关注学生的学习过程，要指导学生完善自己的学习过程，最终形成好的学习策略和学习习惯。
以人教版高一英语必修2 Unit1 Cultural Relics的阅读课In search of the Amber Room为例，笔者记录了对有效教学优质课的探索的一个课例。
高中英语必修二一单元阅读教案.doc
Unit 1 Cultural Relics Period 1 ReadingTeaching PlanThe General Idea of this Period:This period includes warming up, reading and comprehending of Unit l.It introduces the story of the Amber Room, which can help the Ss learn how to talk about cultural relic and realize the importance of protecting cultural relics. The Ss also can learn some reading skills such as fast reading, skimming, scanning etc.Teaching Aims:1.Learn the following words and phrases: fancy, style, jewel, in return, reception, light, mirror,wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart.2.Help the Ss understand the structure of the following difficult sentences:In return, the Czar gave the king of Russian 55 of his best soldiers. (Paragraph?)This was a time when the two countries were at war. (p2)There is no doubt that the boxes were then put on a train for... (p2)After that, what really happened to the Amber Room remains a mystery. (p2)I think highly of those who are searching for the Amber Room.(p2)3.Help the Ss learn to catch the main idea by fast reading, and learn some reading skills, such as skimming, scanning.4.Help the Ss learn to talk about cultural relics and have the sense of protecting them.Teaching important point:1)help the Ss catch the main idea by skimming and find important information by scanning2)how to tell the story of the Amber Room by using the language they learnt and talk about cultural relics.Teaching difficult point:1)Through the sentence structure to understand the meaning well2)Help Ss understand the cultural relics and develop the awareness of protecting cultural relics. Teaching Methods:1.Cognitive approach2.Cooperative approach3.Pratice (anwer questions)4.Task-based methodTeaching Aids:1. A tape recorder2. A multimediaTeaching Procedures:SteplWarming upTeacher: Good morning, class. Today I bring some beautiful pictures to you I hope you will like them. And do you know what they are. Firstly, let me show them one by one.Picture 1 The Great Wall/ChinaPicture2 The Pyramids /EgyptPicture3 Stonehenge/BritainT: Do you know these places? If you know, what do you know about them?If you have a chance to visit one of these places, which one do you prefer to go? Why?S1:I know the Great Wall, because it's in China. It was built by many people in ancient time.S2:If I have a chance, I prefer to go to Egypt. The pyramids are mysterious.S3:I want to visit Stonehenge, because I have never seen it.Sn: .......The Warming-up exercise help Ss realize that there are some well-known cultural relics both at home and abroad. Ask Ss to try their best to think of other cultural relics they knew.T: Now, look at the title of Unitl, what is it? Cultural Relics, right? What does it mean, what are cultural relics according to your understanding?Ss: Cultural relics are those things that have survived for a long time, especially in the past.T: Very good. We also can say: cultural relics are traces and treasures surviving from a past age and remind people of the past. It tells people the history or culture of a place. They are very precious. But ,some of them are being destroyed, can you list anything?S: the Great WallS: the Big BenS:...T: Hmm, yes, Today let's know another one together.Step2 Pre-readingShow a picture of amber to Ss, ask "What is it?"Ss: I do not know.T: It doesn't matter. Let us learn something about it together. We are going to read an article. The Amber RoomSkimmingAsk Ss to catch the main idea of the article, and get the general idea of every paragraph.Paragraph 1: the introduction about the Amber Room: design, color, shape, materialParagraph2: the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitorParagraphs： the relocating of the Amber RoomParagraph4: the missing of the Amber RoomParagraphs： the rebuilding of the Amber RoomScanningAsk Ss to read the article carefully and get some important information to solve the followingquestions:1)What was given to the Russian people as a gift by Frederick William 1?2)How many tons of amber were used to make the Amber Room.3)What did Catherine the great do with the Amber Room?4)What happened to the Amber Room?Ss: ..........Listening to the record and guessing the meaning of new words according to the content of passage.(foucs on the process of understanding rather than the results of reading)Step3 While-readingAsk Ss to read the article carefully and get some important information to finish the chart:Who WhatFrederick IGave the Amber Room to the Czar as a giftPeter the Great Sent a troop of his best soliders to the kingof Prussia.Catherine IIStole the Amber RoomThe Russians and GermansStep4: Post-readingAsk Ss to finish the comprehending ,exercise 1 and exercise2.Ask Ss to put forward some new questions according to the article , and let different students answer them.(to train their ability of finding and solving problems, and know the article better)SummaryAsk Ss summarize the article by using the language learnt (to train their ability of using anddigesting language)DiscussionDiscuss in groupsSituation: You are working in the government ,you are enquired to give suggestions toprotect the endangering cultural relics .What should you do?Why?Ask Ss discuss in groups, and show their work personally and compare which group has better ways to protect cultural relics.Step5 HomeworkWrite a small composition to introduce a cultutal relic that you like.。
人教课标版英语必修二Unit1 Reading 课程教学设计
Unit1 Reading名师教学设计By Wang Yumin Yan’an, Shan xiI. Teaching Objectives1. Knowledge Objectives1.1 To understand the text by using some reading skills, such as skimming and scanning.1.2 To know the type of the text.2. Ability ObjectivesTo develop s tudents’ critical thinking ability.3. Moral Objectives3.1 To develop students’ positive attitude towards going to college.3.2 To help students develop critical thinking ability and have a clear understanding about facts and opinions which can prevent them becoming blind readers.II. Key Points1. To distinguish facts and opinions.2. To understand the logical structure of the text.III. Difficult Points1. How to use different reading skills to get, assess and evaluate information.2. Argue against the writer’s opinions logically and reasonably.IV. Teaching Methods1. Task-based language teaching and communicative teaching method areadopted in this lesson. The task is to get the structure of the text. By means of TBLT and communicative teaching method, students are involved and engaged in the task and classroom activities, and therefore they can learn more about the text.2. Teaching Aids: An elaborate PPT, a blackboard, chalks, a projector, a computer.V. Learning Methods1. Reading strategyStudents need to develop some reading strategies such as skimming, scanning, summarizing information, and so on. In this lesson, students are instructed to develop the above mentioned reading strategies.2. Resource strategySince the reading part tells the topic of going to colleges, it’s necessary for students to search some background information about it.VI. Teaching ProceduresStepⅠPre-reading1. Check the self-learning of new words.2. Conversation-based leading to the topic of going to college.Q1. Do you study hard everyday? Where will you be after three years?Q2. Where do you want to go for college?Q3. Do you prefer colleges in another town, city or country?【Purpose】Self-learning is a good way to remove the barrier in reading. conversation-based leading is a natural way to guide students to the topic of going to college.StepⅡ While-reading1.Read for opinions. (skimming)Task: Skim the passage, find out the topic sentence and answer the following questions.Q1. What’s the writer’s opinion on go ing to college in each paragraph?Q2. Where can you find the topic sentence in each paragraph? And what is it?Q3. Can you summarize the topic sentence of each paragraph in no more than three words?【Purpose】Skimming is an effective reading method to grasp the main idea of a certain text, which aims to develop students’ ability to search for information as quickly as possible.2.Read for reasons. (scanning)Scan the first /second paragraph again carefully, find out the reasons and fill in【Purpose】Scanning can help students to get many details in reading, which greatly enhances students’ understanding of the structure of the text.3.Read for thinkingThink about the following questions.①What is the purpose of writing this passage? Is it positive or negative thinking?② Is this a passage based on opinions or facts?③ What are the differences between opinions and facts?【Purpose】Letting students reflect the purpose of this passage is a good way to lead to the differences between facts and opinions. Therefore, they can identify facts and opinions in later days.4.Read for extensionA fact or an opinion? ( Refer to page5 in Using language of Unit 1)Tip: When we do reading, please don’t be too hasty to blindly accept one’s opinion, despite whatever and however somebody says.【Purpose】Based on the passage we’ve read, it’s time for students to identify what is a fact and what is an opinion. If necessary, the teacher can give examplesto show the differences between facts and opinions.Step Ⅲ Post-readingRead for discussionHave a group discussion about the following questions.Q1. Do you agree with the writer?Q2. Are his reasons persuasive?【Purpose 】Group discussion is a sound way to collect other’s ideas and share the ideas with the rest of the class. The second question aims to cultivate students’ critical thinking, which helps to foster their own opinions. The teacher needs to listen to students’ ideas first, then share their ideas with the students.Step Ⅳ Homework1. Polish your passage and share yours with others.2. Try to evaluate your partner’s writing according to what we’ve learned in thisclass.【Purpose 】This homework is designed to con solidate what they’ve learned in class and practice it in future learning.Ⅶ. Blackboard DesigningOpinionReasons(Supporting details)Conclusion。
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人教版高一英语必修 2 第一单元阅读课教学设计Reading In search of the Amber Room[ 摘要 ] 本文结合武夷山一中开展“有效教学”的课题研究，阐述笔者对“有效教学，以学生为主体”的课程理念的理解。
教师在充分挖掘和利用教材资源，给予学生充分思考和探索的机会，指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。
[ 关键词 ] 以学生为主体阅读策略阅读理解能力武夷山一中于 2008 年 11 月申请全国教育科学“ 十一五”教育部规划“ 有效教学行动策略研究课题”。
课题组总负责人我校校长谢建亮在研讨会中做了重要发言，鼓励老师们积极投入到这次行动研究中，运用最佳教学策略，从而有效促进学生素质在德、智、体、美等方面，获得全面提高。
有效教学（或优质教学）的理念是“学生先学，教师后教”。
以问题为主线，以评价为手段，解决学生低效学习，教师低效教学的问题。
将课堂效率最大化，即，学生的学最大化，教师的教最小化，重点培养学生发现问题，提出问题，分析问题，解决问题的能力，使学生学会自主合作探究学习的同时，使教师学会有效教学，不断促进教师专业发展。
有效教学主张通过科学的观察和测量来考查教学的效果、效益和效率，它是真正促进学生发展的科学。
这里说的“发展”，不仅指学生新的知识和技能的获得，还包括学生的思维能力的发展以及情感、态度和价值观的形成。
笔者对“以学生为主体，倡导有效教学”的教学理念的理解有四个方面：（ 1）课堂活动的设计要符合学生的认知水平。
（2）教师要充分尊重学生在课堂中的主体地位，给予学生思考和探索的时间和机会，使学生成为学习的主人。
（3）教师要从学生的立场考虑问题，从学生的角度审视自己每一个教学行为的合理性。
（4）教师要充分关注学生的学习过程，要指导学生完善自己的学习过程，最终形成好的学习策略和学习习惯。
以人教版高一英语必修 2 Unit1 Cultural Relics的阅读课In search of the Amber Room为例，笔者记录了对有效教学优质课的探索的一个课例。
其中心话题是琥珀屋的来历和构造过程；为什么普鲁七国王把它赠给了沙皇；琥珀屋是如何成为稀世之宝的；它在二战中的神秘失踪以及在2003 年它的重建。
一、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。
二、教学设计（ 1）教学思路整个教学过程以“以学生为学习主体，学生先学，教师后教”为设计理念，笔者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。
（ 2）课前准备笔者要求学生利用阅览室和网络收集有关琥珀屋以及世界著名文化遗产的信息资料，并预习课文In search of the Amber Room。
完成课后练习一和练习二，以便更好地解读课文。
三、教学过程Step I Lead-in (2分钟)笔者用多媒体展示四张图片：图 1. 埃及金字塔 . the Great Pyramid inEgypt ，图 2 .中国万里长城the Great Wall in China ，图 3. 紫禁城 the Forbidden City in China，图4.英国史前巨柱Stonehenge in England，请同学们说出其英文名称。
[ 设计说明 ] 使用多媒体播放图片，形象、直观、生动，能吸引学生的注意力，激发学生的兴趣。
同时，对学生的课前预习有所了解。
StepⅡ Skim the reading passage and then answer.(6分钟)笔者要求学生在课前预习的基础上再浏览全文，并回答问题:①、 Why is it called the Amber Room?②、 Check Exercise One and Exercise Two on Page2 of the Students’Book .Exercise One1.FrederickA. stole the Amber Room.2.Frederick William B. Ⅰsent a troop of his best soldiers to the king of Prussia.3.Peter the Great C.had the Amber Room made4.CatherineⅡ D. had it moved outside St Petersburg.5.The Nazi army E. gaveit to the Czar as a gift.6.The Russians and Germans F. built a new Amber Room after studying pictures of the old one.Exercise TwoHow did the Amber Room become one of the wonders of the world?How was a new Amber Room built?How did the Amber Room get lost?How was the Amber Room made?Whydid the king of Prussia give the Amber Roomto the Czar of Russiaas a gift?[ 设计说明 ] 通过课后练习一，对本文出现的人物及相关历史事件的配对练习，以及课后练习二，对段落和各段落大意的配对练习，检查学生对全文内容的理解情况，培养学生学会快速捕捉文章表层信息的能力，从而进一步理解文章的中心内容 , 为下一道判断正误题打好基础。
③、 Do the “ True ”or “False ”exercise.() 1. The Amber Room was made for a short time.()2. Catherine II didn ’t like everything about the Amber Room when she first saw it.() 3. The Amber Room was taken to Konigsberg and hidden therein 1941.() 4. The Russians didn’t care about the Amber Room.() 5. The Russians have known what happened to the AmberRoom and have made a new one.[ 设计说明 ] 通过判断正误题，有效地检查出学生的理解结果，而教师对错误答案的订正更有效地帮助学生理解课文。
Step Ⅲ Careful Reading (18分钟).Listen to the tape, and get the students go through the wholetext paragraph .by paragraph.听完 Paragraph One . 后，要求学生完成表格the material of the Amber Roomthe design of the Amber Roomthe decoration of the Amber Room[ 设计说明 ] 这表格旨在调动全班同学共同参与课堂活动，激发学生阅读的兴趣。
Paragraph Two 听完后，请第 1 组学生回答下列问题：Q1、Was the Amber Room made to be a gift?Q2、Why did the King of Prussia give the Amber Room to the Czar of Russia?[ 设计说明 ] 创设问题情境有利于培养学生的自主学习能力和探究能力。
教师恰如其分地把握学生的知识能力情感储备，才能创设出适合学生思考的问题，这两个问题要求学生与同伴讨论（Group Discussion），然后请他们踊跃回答。
使学生在小组合作和交流中开拓思维和创新能力。
Q1、Who had the Amber Room moved outside St. Petersburg?Q2、What did she do with the Amber Room?教师启发学生理解Later, Catherine II had the Amber Room moved to a place outside St. Petersburg (where she spent her summers)[ 设计说明 ] 要求学生回答问题的同时，注意重点词组，句型的掌握，关注重点语法定语从句在文中的运用。
Paragraph Four.Q1、When did it get lost?Q2、Were the Russians able to remove the Amber Room?What happened to the Amber Room?Paragraph Five.Q1、Who rebuilt the Amber Room?Q2、How was a new Amber Room built?以上问题的设置立足于课文内容，但又不局限于课文，引导学生学习新知识时能配合其中的趣味性和导向性，培养学生的问题意识，激发其探究动机，使其产生明确而强烈的学习期待心理，从而促使学生学习的热情有增无减。
同时教师指导学生在阅读文章时注意欣赏文章中的优美语句，在日后的写作中可以借用。
Step Ⅳ Post -reading（9分钟）Get the students to summarize the reading passage by filling inblanks.Frederick Ⅰ had the Amber Room made for his palace. But the nextking, Frederick WilliamⅠ, _________ the amber room __________, gave it to the Czar as a gift.___________,the Czar ____ him ________ of his best soldiers. Later, CatherineⅡ had it ______ outside St 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 when Germany and Russia were _______.The Nazi army _____ the Amber Room. After that, what happened to theAmber Room remains _________. Recently, the Russians and Germans________________Amber Room after __________ old photos of the________ Amber Room.[ 设计说明 ]让学生在教师的帮助下，根据全文，能熟练掌握并且灵活运用本课学到的词组、单词，实现自如表达语言的愿望。