Unit 1 Cultural relics 教学反思

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Unit 1 Cultural relics 教学反思
临高中学  方娜

StepⅠ Warming up
   Brainstorming: Get students to tell the names of the two cultural relics according to the pictures given and tell “When, where and why were these two cultural relics made?”
  Then some pictures of the AmberRoom will be shown on the screen
and the teacher will tell the students that they will get to know
more about a famous cultural relic called the AmberRoom.
Step Ⅱ Prediction
1. Get students to read the title “In search of the Amber Room” and guess what the article will mainly tell about？ Teacher will write
the key words of their answers on the blackboard.
2. Students will get the answer after the first reading.   
StepⅢ Reading
I. Skimming
   1. Get students to skim through the passage and try to finish the form below.
   2. Get students to find out the key word from each event happened to the Amber Room and form an idea map together to make clear the
structure of an exposition.   
    （The writer tells the history of the Amber room according to the order of time）
II. Scanning
    Read the passage for the second time and answer the following
questions.
    1. What were used to decorate the Amber Room?
    2. Where was the AmberRoom first put after it was given to the
Czar?
    3. What changes happened to the Amber Room in 1770?
    4. Why didn't the Russians hide or move the Amber Room away when the Nazis army came?
    5. Why did the people rebuild a new Amber Room? 　
A. meeting    B. dinner    C. speech    D. welcome area
2) We can infer from the passage that____
    A. CatherineⅡ didn't like everything about the AmberRoom when
she first saw it.
    B. It took the artists ten years to make the Amber Room.
    C. The Amber Room was considered to be a wonder in the world.
    D. Several tons of Amber were used to make the Amber Room.
    3) What's the writer's attitude towards the Amber Room?
    A. negative     B. neutral     C. positive     D. indifferent
    2. Get students to share their opinions with their group mates.
    3. Get students to tell the answers as well as the reasons.
Step Ⅳ Conclusion
    1. Ask 2 students to draw a conclusion of what he has learned in the passage.
    2. Ask the other students to raise some questions that he can't
understand in the passage.
StepⅤ Homework   
Write the relationship between the people in the form and the
Amber Room and form it into a passage which can summarize the historyof the Amber Room into 5 sentences by using some suitable conjunction or time adverbs.
    教学反思:
    在阅读前加入“prediction”环节 ，能够尽量拓展学生想象空间，达到了让学生在推测课文主题并让学生带着疑问和兴趣阅读的目的，实现了阅读课的第一步设疑和释疑。另外，在归纳文章结构时，笔者大胆采用全新的教学方式
“mind map”来解释文章结构。一来，让学生接触到一种全新的归纳思维；二来，让学生更容易理解文章的结构和作者的构思。而在最后一部分“Conclusion and Questions”的设计让学生有了一个对所学内容输出的机会。教师也了解到教学效果，同时也尊重了学生的个体意识和需要，给学生创造了一个发表自己的见解和提出疑问的机会。这体现了笔者的设计符合了《高中英语标准》提出的“要求教师要优化教育方式，使课堂活动的设计有利于学生发挥创造力和想象力，发展学生的批判思维能力与创新能力的要求”。
有待改进的地方:
1.在略读部分，填表格的任务设计难度略显得较大，中下层次的学生感到完成任 务有点吃力。
2. 由于笔者第一次采用画mind map的方式来呈现文章结构，学生不熟悉这种任务的执行，导致该部分用时过长。因此，在这部分中，教师的引导言语偏多。如果时间允许，让学生自己把mind map 画出来，效果可能会更好。
3. 除此以外，本节课的设计内容容量比较大，任务完成得比较紧迫。在第四部分即学生总结和提问部分，时间比较仓促，部分有问题的学生得不到提问的机会。