高一英语必修2第一单元阅读课教学设计及反思
高中英语_Unit1 In search of the Amber Room教学设计学情分析教材分析课后反思
高一英语必修2 第一单元In search of the Amber Room Learning aims:1.To know about the history of the Amber Room with the help of mind map(思维导图) .2.To develop reading and writing skills.3.To promote the awareness of protecting the cultural relics.Reading tasks1. Draw the mind map of the structure2. Answer some questions3. Write a compositionTe aching &learning procedures：Step1.Warming up and Lead-in（热身导入）Step2:pre-reading（读前）1.PredictionWhat do you think the text may talk about according to the title?The ___________ of the Amber Room.[意图说明]根据标题预测文章内容，训练学生的预测能力，培养学生关注文章标题的意识。
预测在阅读中不仅能帮助学生准确把握焦点，培养逻辑思维能力和判断能力，还大大地激发学生的阅读兴趣，提高阅读效果。
Step3:While-reading（读中）Skimming the text and find the main idea of each part.Part1(para.1)Part 2(para.2-3)Part 3(para.4)Part 4(para.5)[意图说明]在略读部分让学生验证自己的预测答案正确与否，同时找出每段的大意，快速把握文章大意。
而跳读目的在于训练学生快速获取所需信息的能力。
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第一单元阅读课教学设计及反思
高一英语必修2第一单元阅读课教学设计及反思高一英语必修2第一单元阅读课教学设计及反思Reading In search of the Amber Room一、教学目标（1）学问目标：让同学了解琥珀屋的历史，熟识本课的重点词组和句型。
（2）力量目标：提高同学的阅读力量，即形成快速猎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，培育同学喜爱文化遗产﹑爱护文化遗产，敬重人民才智的意识。
二、教学设计（1）教学思路整个教学过程以“ 以同学学习主体，老师教为辅”的设计理念，采纳设置任务和小组争论的形式组织教学，将同学的自主学习活动作为课堂的主体，引导同学完成学习任务。
（2）课前预备：要求同学利用阅览室和网络收集有关琥珀屋以及世界闻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、Teaching proceduresStep I Lead-in (two minutes)Show the four pictures about 1.埃及金字塔.，图2 . 中国万里长城图3.紫禁城图4.英国史前巨柱say their English names.[设计说明]使用多媒体播放图片，形象、直观、生动，能吸引同学的留意力，激发同学的爱好。
同时，对同学的课前预习有所了解。
StepⅡ Skim the reading passage and then answer.(six minutes) Skimming the text quickly, then answer questions:①、Why is it called the Amber Room?②、Check Exercise One and Exercise Two on Page2 of the Students’ Book .Exercise One1.Frederick A. stole the Amber Room.2.Frederick William B.Ⅱsent 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 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，对本文消失的人物及相关历史大事的配对练习，以及课后练习二，对段落和各段落大意的配对练习，检查同学对全文内容的理解状况，培育同学学会快速捕获文章表层信息的力量，从而进一步理解文章的中心内容,为下一道推断正误题打好基础。
高中英语_必修二第一单元Cultural relics 阅读教学设计学情分析教材分析课后反思
Book 2 Unit1 Cultural relics教学设计1.教材分析：本单元话题为”文化遗产”。
内容涉及文化遗产的含义、特点、种类、归属及如何更好地保护文化遗产等话题。
整个单元的语言知识和语言技能学习都是围绕这一主题设计和展开的。
本篇课文是本单元的主课文，这部分课文介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。
通过真实有趣的内容，不仅让学生在阅读过程中学习相关的语言知识，提高阅读技能，还能帮助学生增加了对琥珀屋作为文化遗产的历史知识的认识。
2. 教学重点：从全篇角度梳理文章结构，提取、理解并整合文章信息，完成对琥珀屋本身以及它背后历史事件的总结。
3. 教学难点：通过了解琥珀屋的历史，了解世界文化遗产，特别是中华民族的文化遗产，增强文化遗产保护意识，从而增强民族自豪感和对国家、对社会、对全人类的热爱。
4.教学过程：Step 1 Warming-upT: What is a cultural relic ?Ss: Cultural relic is something...Step 2Pre-reading（1）Lead-inT: What comes to your mind when we refer to cultural relics?(这相当于一个头脑风暴的环节，让学生在短时间内尽可能多的说出他们知道的文化遗产) How about the Amber Room ? How much do you know about it?（引起学生的求知欲）I will show you a video clip about the Amber Room.（在阅读之前给学生提供与琥珀屋相关的背景知识，有助于后面的阅读）Do you want to know more about the Amber Room ? Let’s come to the passage In Search of the Amber Room .（2）PredictionT：What do you expect to know in the text? (让学生对文章内容进行预测，培养学生预测阅读内容的能力。
高中英语_Book 2 Unit 1教学设计学情分析教材分析课后反思
学生通过对高一英语第一模块的学习，已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够。
然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现自我的特点。
因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
整体来说，完成了本节课的教学目标。
整个教学过程学生都比较配合，由于学生这是第一次参与录课活动，显得有点紧张，但总体表现都不错。
教学时间把握还算恰当。
讨论环节，有的学生还是不会用英语表达自己的思想观点，应多鼓励他们，给予相应指导。
讨论完值不值得重建失去的文化遗产，学生展示环节应该多叫几个学生展示的，多给他们表现的机会，培养自信心。
整个教学过程中，我的语音语调感觉还是不够好，应该再多加练习课堂用语，语音语调更加抑扬顿挫就更好了。
本节课是高一英语第二模块Unit1Cultural Relics的第一课时，主要讲了琥珀屋的历史，设计和重建。
文化遗产历来都是全世界较为关注的焦点之一。
我在教学中除了让学生理解这些知识以外，还让大家对琥珀屋这样的文化遗产的重建是否有价值进行了思考和讨论。
优点：本节课的主要目的就是让学生通过阅读掌握一定的阅读技巧，整个教学过程学生都比较配合，由于学生这是第一次参与录课活动，显得有点紧张，但总体表现都不错。
教学时间把握还算恰当。
不足：导入环节感觉做的不够好，应该展示完图片让学生起来介绍一下每副图片的了解。
讨论环节，有的学生还是不会用英语表达自己的思想观点，应多鼓励他们，给予相应指导。
讨论完值不值得重建失去的文化遗产，学生展示环节应该多叫几个学生展示的，多给他们表现的机会，培养自信心。
整个教学过程中，我的语音语调感觉还是不够好，应该再多加练习课堂用语，语音语调更加抑扬顿挫就更好了。
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。
高中英语必修二一单元阅读教案 (1)
Unit 1 Cultural Relics Period1 ReadingTeaching PlanThe General Idea of this Period:This period includes warming up, reading and comprehending of Unit 1.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. (Paragraph2)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 culturalrelics.Teaching Methods:1.Cognitive approach2.Cooperative approach3.Pratice (anwer questions)4.Task-based methodTeaching Aids:1.A tape recorder2.A multimediaTeaching Procedures:Step1Warming upTeacher: Good morning, class. Today I bring some beautiful pictures to you I hope you will likethem. And do you know what they are. Firstly, let me show them one by one.Picture1 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 Unit1, 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.Paragraph1: 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 visitorParagraph3: the relocating of the Amber RoomParagraph4: the missing of the Amber RoomParagraph5: the rebuilding of the Amber RoomAsk Ss to read the article carefully and get some important information to solve the following questions:1)What was given to the Russian people as a gift by Frederick William1?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:WhatWhoFrederick 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 ,exercise1 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 and digesting language)Discuss in groupsSituation: You are working in the government ,you are enquired to give suggestions to protect 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。
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高一英语必修2第一单元阅读课教学设计及反思Reading In search of the Amber Room[摘要]本文阐述笔者对“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。
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。
StepⅡSkim 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.Frederick A. stole the Amber Room.2.Frederick WilliamB.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 Roomafter 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 firstsaw 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.Frederick Ⅰhad the Amber Room made for his palace. But the next king, Frederick William Ⅰ, _________ the amber room __________, gave it to the Czar as agift.___________, the Czar ____ him ________ of his best soldiers. Later, Catherine Ⅱhad 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。
让学生对自己的学习进行初步的评价，有利于培养学生自主学习和探究学习的能力。
教师核对完学生的答案后，让学生齐声朗读summary, 强化对课文的理解和记忆，同时培养学生热爱朗读的良好习惯。
StepⅤ欣赏文物图片（2分钟）学生在一系列的读写练习之后，教师用多媒体播放博物馆的一些“国家级文物”的图片。
多媒体展示的秦朝的兵马俑、商代的四平方尊、隋朝的“镶金边白玉杯”等让学生赞叹不已。
笔者从学生好奇又兴奋的神情中读懂了他们热爱这些文物，参与保护文物的热情。
[设计说明]通过文物展示，再度激发学生热爱文物，保护文物的热情，同时，让学生头脑得到暂时的放松。
Step Ⅵ(6分钟)多媒体播放老外上长城捡垃圾的4张图片，引出Group Discussion :Is it worth rebuilding cultural relics such as Yuan Ming Yuan in Beijing? 将学生分成两组，正反方辩论。
[设计说明]闻名世界的“万里长城”的保护现状不容太乐观，有些长城砖被损甚至遗失，长城上常有游客随意抛弃垃圾，图片上显示的口号：Take nothing but photos, leave nothing but footprints！（除了带走照片，其它的别带走，除了留下脚印，其它的别留下！）不仅道出所有爱护文物者的心声，也使每个游客必须遵守的行为准则。
通过小组讨论，要求学生能熟练运用以下句型，发表自己的观点。
I think/ don’t think that…As far as I’m concerned,In my opin ion/view…Ste pⅦ课后作业布置Find out important expressions and drills. Meanwhile, underline the Attributive clause in the reading passage.四、教学反思本节课的成功之处有以下几点：1、本节阅读课在多媒体辅助下，课堂教学安排时间紧凑，合理教学容量大。
教师首先导入让学生了解中外的文物→对课文整体把握→对各段落剖析→对课文概述总结→博物馆→中国部分文物欣赏→分组讨论是否该重建文化遗址。
2、笔者创设了各种问题情境，吸引学生的注意力，营造宽松、愉快、生动活泼的学习氛围，合理安排教学时间，引导和启发学生思考讨论，充分理解本课的主旨和各段落大意，有效地完成教学难点﹑重点等活动任务。
3、师生、生生互动性强，活动形式多样化，有个人活动，同伴活动和小组活动。
对于学生完成任务的情况及掌握学习策略的情况给予反馈和评价。
例如，学生分正反方讨论是否应当重建圆明圆时，对于小组代表的观点。
笔者这样评价“Well done! You have given some reasonable opinions. I would like to have some other opinions.”.使学生既能体会自己的成功，又能看到自己的不足，进而调整自己的学习行为，产生“我应该更加努力，把英语学得更好”的愿望。
4、本节课教师通过整体阅读（泛读），分段落阅读（精读）分组讨论来设计，教学过程体现了层次性和任务型教学的有效性。
教师遵循教育心理学中有意注意和无意注意互相转换规律，精心设计教学中的每个环节。