人教版高一英语必修2第一单元阅读课教学设计
高中英语 人教版必修二 Unit1 Cultural Relics reading 教学设计
Unit1 Cultural Relics 教案一、教材及学情分析（一）教材内容分析本单元话题——文化遗产（Cultural relics）历来是全世界较为关注的焦点之一，尤其是在近些年，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。
单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。
而本节课是本单元的第一课时，主要是让学生学习本单元的重点单词，通过各种语境学习词汇，滚动式呈现词汇，操练、检测和运用词汇。
从开始的通过语境猜测词汇含义，到使用词汇描述文物古迹，再到通过讨论呼吁进行文化遗产保护，最后根据讨论内容落实到书面写作。
整节课自始至终围绕保护代表人类历史与文明的文物古迹这一主题，所有的人物设计都围绕着本节课的重点——对词汇的学习及运用。
通过本节课学习，不但向学生传授了英语知识，而且还在教学过程中通过渗透的方式将文物保护知识有机地渗透于课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。
（二）学情分析这次的授课对象为高一新生，他们刚开始接触高中新教材，较之以前初中简单的英语课本，现在看到每个单元大量的词汇学生都会产生畏惧感。
而他们中有不少学生背单词还是靠死记硬背，效果也不好，往往是记住了也不会用。
面对如此状况，学生也会渐渐失去学习的兴趣，影响到学生往后的英语学习所以，采用语境中教学词汇，可以帮助学生顺利完成初高中英语学习的过渡，在一定程度上消除了学生记忆大量词汇的畏难情绪，并对学生自主积累词汇有一定的帮助。
二、Teaching goals教学目标1). Ability goals能力目标a. Learn some detailed information about the Amber Room.b. Improve the students’ reading ability.c. Train the students’ ability to grasp key information while listening.d. Enable the students to have the ability of talking cultural relics and ways to protect them.2). Learning ability goals学能目标Help the Ss to learn how to give opinions clearly about cultural relics. 3)Emotion:情感目标Train the students’ ability to cooperate with others.Enable the Ss to talk about the story of the Amber Room三、Teaching important points教学重点1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ ability to cooperate with others;4). Train the students’ speaking ability.Learn to discuss and act out the Ss’ opinions about cultural relics.四、Teaching important points教学难点1)Words:ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;2)Phrases:look into, belong to, in search of, in return, at war, take apart, think highly of;3). Sentence patterns:(1) There is no doubt that…..(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．3) Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.How to teach the students to speak out their opinions about cultural relics.五、Teaching methods教学方法1). Watch some videos about the cultural relics. (individuals)2). Have a discussion. (group work)3). Write an article about the discussion. (individuals)六、Teaching aids教学设备A computer, a projector and some slides.七、Teaching procedures and ways教学过程与方式Step 1 warm up ---- a guessing game1.Let students look at the pictures on PPT, and then give a introduction. (The Great Wall, Taj Mahal(泰姬陵) The Mona Lisa).2. Teacher: Do they have something in common? Students:.........T:What is a cultural relic ?S:A cultural relic is something that has survived for a long time. It is often a part of something old that has remained while the rest of it has been destroyed. A cultural relic tells people about the past. It is usually rare.Step 2 Pre-readingT:Can you imagine a house made of amber ? S:...............Step 3 Fast readingRead the passage quickly, trying to get the general idea of this passage: Answer:It tells us the strange history ofthe_______ ________, a cultural relic of two countries: _________ and ________.Step 3 Careful readingPara1 :An introduction of the Amber Room.(filling in the blanks)Para 2: What happened to the amber room in 1716?Para 3: What did Catherine II use the Amber Room for?Para 4: True or False( ) Germany and Russia were at war in 1941( ) All things in the Amber Room were stolen.Para.5 The rebuilding of amber room.(filling in the blanks)Step 4 Post readingGroup Discussion:1.Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Y uan in Beijing? Give your reasons.2.If you find a cultural relic, what will you do with it?Step 5 Homework1.完成导学案的固学案2.英语周报3.Recite the new words from “cultural” to “rebuild”八、Blackboard Design 板书设计九、Teaching Reflection 教学反思。
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.。
高一英语必修2教案教学设计（人教版英语高一）
高一英语必修2 教案教学设计(人教版英语高一)Unit 1 Cultural relics单元整体设计思路第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43) 第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)第五课时: 听说课 Listening; Talking (p. 41)第六课时: 读写课 Reading and writing (p. 7)第七课时: 单元评价课 Self-test and self-evaluation; Summary 第一课时阅读课一、教学内容Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)二、教学目标在本节课结束时，学生能够了解文化遗产的基本概念、本质特点以及基本类型。
通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤步骤一热身1．请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。
教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。
可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
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. ( )。
《人教版高中英语必修2 Unit1》教学设计
《人教版高中英语必修2 Unit1》教学设计设计教师: 吴海波教学年级：高一课题名称：Cultural Relics—In Search of the Amber Room（阅读课）教材版本：人教版高中英语必修2 授课时间：45分钟一学生分析教学对象为高中一年级学生，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，因此我特别注重提高学生用英语进行思维和表达的能力。
他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。
虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。
他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。
不过，本班学生的水平参差不齐，有些差距还相当大。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二教材分析这一课是本单元第一个课时。
在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。
我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。
我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三教学目标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。
人教版英语必修二Unit 1 reading 教案
让学生看懂文章，该文章是叙述类文体，要帮助学生理清文章线索，来龙去脉，了解有关琥珀屋的故事。掌握课文中出现的新课标要求的重点词汇和重点句型。培养学生概括文章段落大意的能力，理清文章篇章结构。培养学生根据课文标题猜测，预测课文内容的能力，促进有效阅读。树立文化遗产保护的意识。
教学重点和难点
帮助学生理解文段有关琥珀屋历史的来龙去脉，人物关系。理解文章结构和细节。熟悉文章内容，琥珀屋的历史。文章中出现的重点词汇短语，句型，语法知识点。
见图片
The making of the amber room
Thegivingof the amber room
The changingof the amber room
Thelosingof the amber room
Therebuildingof the amber room
学生学习活动评价设计
让学生首先对琥珀屋有一个感性的了解什么是琥珀什么是琥珀屋
教学环节
教师活动
预设学生行为
设计意图
第一步导入
第二步快速阅读
第三步仔细阅读
第四步读后活动summary
向全班学生提问have you ever seen a piece of amber？
向学生展示几张琥珀的图片，请学生根据图片概括出琥珀的外形特点。
学生基本都能参与进来，阅读活动任务循序渐进，活动方式多样，比较容易吸引学生兴趣。但是有些还是有一定难度。教学设计没有很好的考虑时间分配。整堂课下来，学生应该对琥珀屋的历史有所了解，也理清文章结构
教学反思
教学设计没有很好的考虑时间分配。内容没有有所侧重。重难点不突出。没有以学生为主体，进行有效的互动，合作学习策略在本堂课体现较少。
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。
人教课标版必修2Unit1Culturalrelics阅读课教学设计.docx
人教课标版必修2 Unit 1 Cultural relics 阅读课教学设计陈云芹罗晓娟一、教学目标：1.语言知识目标：1）熟练掌握与此部分话题相关的重点词汇、短语及句子。
2）掌握快速阅读的方法，了解俄罗斯稀世珍宝“琥珀屋”的有关史实。
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）通过阅读提高学牛的阅读能力。
2）充分利用多媒体技术培养学牛组织语言、运用语言的能力。
3）培养学牛的质疑意识，提高学牛分析问题和解决问题的能力。
3.情感态度目标：通过木节课的学习，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牛学会获取语言知识和信息知识，培养学牛用英语获取信息、处理问题和解决问题的能力。
2.为全体学牛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，把学牛分成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 remaineckIt 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。
新人教英语必修二 Unit1 Cultural heritage Period 2阅读部分教学设计
教学过程
教学环节
教师活动
学生活动
设计意图
Pre-reading
Step 1
Show a
video about the cultural
Students watch the
Toactivate
难点
To analyze objectively the challenges of protecting cultural heritage and come up with proper solutions;
To cultivate the spirit of critical thinking and creative thinking
Lead-in
heritage in Fushun.
video
students’own
knowledge about
cultural heritage
Step 2
Prediction:
Students read the
Practise
教学资源：
multimedia
教学准备：
Search the Internet for some background information of the world cultural
heritage
教学方法：
Task-based method to make students interested in what they will learn Fast reading to get the general idea of the passage
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 第一单元阅读课授课方案Reading In search of the Amber Room[ 大纲 ] 本文结合武夷山一中睁开“有效授课”的课题研究，阐述笔者对“有效授课，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，恩赐学生充分思虑和研究的机遇，指导学生对课文资料的阅读和解析，掌握有效地阅读策略，的确提高学生的阅读理解能力，形成优异的阅读习惯。
[ 重点词 ] 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“ 有效授课行动策略研究课题”。
课题组总负责人我校校长谢建亮在商议会中做了重要发言，激励老师们积极投入到此次行动研究中，运用最正确授课策略，从而有效促使学生素质在德、智、体、美等方面，获得全面提高。
有效授课（或优异授课）的理念是“学生先学，教师后教”。
以问题为主线，以谈论为手段，解决学生低效学习，教师低效授课的问题。
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，解析问题，解决问题的能力，使学生学会自主合作研究学习的同时，使教师学会有效授课，不断促使教师专业发展。
有效授课主张经过科学的观察和测量来观察授课的收效、效益和效率，它是真切促使学生发展的科学。
这里说的“发展”，不但指学生新的知识和技术的获得，还包括学生的思想能力的发展以及感情、态度和价值观的形成。
笔者对“以学生为主体，提议有效授课”的授课理念的理解有四个方面：（ 1）课堂活动的设计要吻合学生的认知水平。
（2）教师要充分敬爱学生在课堂中的主体地位，恩赐学生思虑和研究的时间和机遇，使学生成为学习的主人。
（3）教师要从学生的立场考虑问题，从学生的角度审查自己每一个授课行为的合理性。
（4）教师要充分关注学生的学习过程，要指导学生完满自己的学习过程，最后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，笔者记录了对有效授课优异课的研究的一个课例。
人教版 必修二unit1 Reading公开课教案
必修二Unit1 Cultural RelicsReading: In Search of the Amber RoomTeaching aims and denands 教学目标●Learning important points✧To talk about the history of the amber room✧To improve the students’reading abilityHelp students learn the structure and the content of the reading passage.Learning difficult points✧Enable the students to express their ideas logically.✧Enable the students to learn how to give their opinions.●Learning methods✧ Task-based teaching and learning✧ Cooperative learning✧ Discussion●Learning aids✧The multi-media and other normal teaching tools●Learning aims✧Knowledge aims:Get the students to learn the useful new words and expressions in this passage To learn about some details in the history of the amber room.✧Ability aims:Get the students to know the history of amber roomEnable students to give opinions on rebuilding lost cultural relics.Emotional aims:Get the students to learn the cultural relics●Learning proceduresTeaching procedures and ways教学过程Step 1Step 2 lead-inT: Do you know what are cultural relics? （have the students appreciate ）four pictures.Ss: They are all cultural relics.T: Look at these picture and discuss with your deskmate. describe the features of cultural relics using this sentence: Cultural relics are something that…T:Now look at these pictures, what are they ?Ss:They are things made of amberT: as we all know, amber is very rare and precious. Can you imagine here’s an entire room made of amber? Let’s appreciate some pictures.Today We will get to know more about the wonderful Amber Room in this class.Step 3 ReadingTask 1 ScanningRead the text quickly and find out the main idea of the passage: (5min.)✍ It tells us the strange history of the amber room, a cultural relic of two countries: Russia and Germany. ✍ main idea of each paragraph (4min.)Para1. The amber room and its designPara2-3. The history of the amber roomPara4. The missing of the amber roomPara5. The rebuilding of the amber roomTask 2 SkimmingRead the passage quickly and find out characters, years and places in the passage. (clues 线索)(3min.) characters: Frederick I, Peter the Great, Frederick William I, Catherine II.Background information:Frederick I: the first king of Prussia.Frederick William I: the next king of Prussia.Peter the Great : the Czar of Russia.Catherine II: the female Czar of Russia.years: 1716, 1770, 1941, 2003.places: Prussia, Russia, Germany.Task 3 Careful readingRead the passage carefully and answer the following two questions:1) What did these four characters do to the amber room?2) What happened in these four years( 1716; 1770; 1941; 2003)Para1. (3min.)✍ What was the amber room made of?Several tons of amber was were used to make it. It was also decorated with gold and jewels.✍ How many years did the artists take to make the amber room?It took about ten years.Para2. (5min.)✍ For what reason was the amber room first designed?It was first designed for the palace of Frederick I.✍ What did Peter the Great give in return?A troop of his best soldiers.✍ What was the amber room used for when it belonged to Peter the Great?It served as a small reception hall for important visitors. Q2: What happened to the Amber Room in 1716?Frederick William I (the king of Prussia) 1. his in St Petersburg2. a small for important visitors.as a gift of friendship gave to in return to served as(the Czar)Sent him his best soldiersPeter the Great a troop of winter palace reception hallPara3. (2min.)✍ What did Catherine II use the amber room for?She spent her summers in the amber room.✍ What could you see in the amber room after it was completed?Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Para. 4：the missing of the Amber RoomTime :Event:1941.9Russia(the Russians)Nazi Germany (the Nazis)at war stole .the Nazis arrived sent it to Konigsberg.After that ,whathappened to theAmber Roomwas .were only able toremove .furniture and small art objects the Amber Room a mystery (5min✍ True or False( T ) Germany and Russia were at war in 1941.( F ) All things in the Amber Room were stolen.( T ) The Nazis stole the Amber Room within two days. Para5. (3min.)✍ Who have built a new amber room?The Russians and Germans.✍ How old is St. Petersburg now?312 years old now.Post-readingSumming up1. Characteristics: in the order of time; the past tense. (2min.)2. The clues of the story. (3min.)一、Homework (1min.)1. Retell the story and write it in your exercise book.Clue: built→gave to sb. As a gift→added more details→stolen→lost→rebuilt2. Find out the 7 attributive clauses in the reading passage, write it down in your exercise book, 并标出定语从句部分以及先行词、关系代词/关系副词。
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。
人教版高中英语必修二unit1教案
人教版高中英语必修二unit1教案以下是一份人教版高中英语必修二unit1的教案模板，供您参考：一、教学目标1. 知识目标：掌握本单元的重点词汇和短语，如“access”，“available”，“click”，“database”等。
2. 能力目标：能够理解和运用本单元所学的词汇和语法结构，提高阅读和写作能力，并能够在实际生活中运用所学知识进行交流。
3. 情感目标：培养学生对科技发展的认识和兴趣，激发他们探索新技术的热情。
二、教学内容本单元主题是“科技发展”，主要介绍了互联网和人工智能的发展和应用。
通过本单元的学习，学生将了解互联网和人工智能的基本概念和发展历程，以及它们在各个领域的应用和影响。
三、教学重点与难点1. 教学重点：掌握本单元的重点词汇和短语，理解课文中的长句和难句。
2. 教学难点：理解课文中的抽象概念和深入思考科技发展的影响和利弊。
四、教具和多媒体资源1. 黑板：用于书写重点词汇和句型。
2. 投影仪：播放PPT和相关视频资料。
3. 教学软件：提供在线学习资源和互动练习。
五、教学方法1. 激活学生的前知：通过提问和讨论，了解学生对科技发展的已有认知。
2. 教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，帮助学生理解和运用所学知识。
3. 学生活动：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和实践能力。
六、教学过程1. 导入（5分钟）通过提问导入新课：“你们平时上网都做什么？”引导学生回答，引出互联网的概念和应用。
再问：“你们知道互联网的发展历程吗？”引导学生思考，引出本单元的主题。
2. 呈现新知（15分钟）通过PPT展示互联网和人工智能的发展历程和应用领域，同时讲解课文中的重点词汇和语法结构。
在讲解过程中，引导学生关注课文中的长句和难句，帮助他们理解抽象概念。
3. 巩固练习（10分钟）提供相关练习题，如词汇翻译、句子改写等，帮助学生巩固所学知识。
同时组织学生进行小组讨论，探讨科技发展对生活和工作的影响和利弊。
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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 in Egypt ，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.Catherine Ⅱ D. had it moved outside St Petersburg.5.The Nazi army E. gave it 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?Why did the king of Prussia give the Amber Room to the Czar of Russia as 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 there in 1941.( ) 4. The Russians didn’t care about the Amber Room. ( ) 5. The Russians have known what happened to the Amber Room 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 whole text paragraph .by paragraph.听完Paragraph One.后，要求学生完成表格[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 in blanks.Frederick Ⅰ had the Amber Room made for his palace. But the next king, Frederick William Ⅰ, _________ the amber room __________, gave it to the Czar as a gift.___________, the Czar ____ him ________ of his best soldiers. La ter, Catherine Ⅱ 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 the Amber 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。