贵州省贵阳市第六中学高一英语《Cultural Relics》教案1
- 资源简介:
约2190字。
高中生思维力培养和学科整合实践研究
人教新课标必修2
Unit 1 Cultural Relics
Reading: In Search of the Amber Room
(The second period)
教学片段设计与说明
一、 整体设计思路、指导依据说明
《高中生思维力培养和学科整合实践研究》为贵阳市重点课题,该课题的构建基于思维可视化技术的学科教学模式,探索提升高中学生学习力的策略、途径和方法——通过让教师掌握各项思维可视化技术并将其运用到教学实践中,提高课堂教学效能,同时促进学生思维能力的发展。
二、 教学片段设计
1. 教学目标:该教学片段是阅读课第二课时语言学习的前段,这一部分的主要目的是借助思维导图梳理文章内容并且进行词汇学习。
2. 教学过程:
Steps Activities(Teacher’s and Students’) Intentions
Step 1 Teacher: Which words do you think are repeated for the most times?
Students: the Amber Room.
Teacher: Which words can describe the room?
Students: Beautiful, amazing, fancy, etc. 1. 通过第一个问题得出课文的关键词,也是思维导图中的中心词。
2. 通过第二个问题,学生们能够说出文中形容琥珀屋的两个生词:amazing, fancy。
Step 2 Teacher: According to the text, can you give me some key words about the Amber Room? What are they?
Students: The answers vary
Teacher: Give them a conclusion. 问题的提出主要是引导学生关注文章的分层,如何寻找合适的关键词来概括每个段落的中心话题。
与此同时,学生掌握features, mystery等新的单词。
Step 3 Teachers: According to the key words of each part, ask them small questions.
Students: Answer the questions with the words or sentences of the text.
Teacher: Lead them to read the new words aloud and if necessary, give them some other explanations or examples by using the new words or expressions. 该环节主要目的是在主干的基础上继续分层,在每个问题中都会涉及到一些新的词汇以及语言习惯。
需要掌握的单词与表达方式:material, style, decoration, decorate selected, design, jewels, artists, belong to, in return, a troop of, a reception hall, move, remove, at war, wooden boxes, there is no doubt that…, former, etc.
Step 4 Teacher: Review the new words by retelling the passage.
Students: Follow and listen to the teacher and then retell the passage on their own. 上述环节,老师一边提问一边画思维导图,整篇阅读的生词与短语会出现在导图中不同层面的引导线上,然后借助思维导图整体把握课文内容,同时把握语言环境,熟悉上下文会帮助学生快速记忆单词。
三、 教学片段说明