下面是范文網(wǎng)小編整理的高中英語教案6篇(高中英語教案閱讀)，供大家閱讀。
高中英語教案1
教學準備
教學目標
Words
base, command, request, recognize
Expressions
because of, come up, at present, make use of, such as, play a part (in)
Patterns
…because of that, English began to b spoken in many other countries.
Actually all languages change and develop…
The latter gave a separate identity to American English spelling.
教學重難點
■ To help students get to know about English development
■ To help students better understand “l(fā)earning English”
■ To help students understand and use some important words and expressions
■ To help students identify examples of Indirect Speech (II): request & commands in the text
教學工具
課件
教學過程
⑴Warming up by listing
Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.
English Countries Explanation
Mother tongue the United Kingdom
the United States of America
Canada
Australia
South Africa
Ireland
New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
Second language India
Pakistan
Nigeria
the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.
Foreign language China
Germany
France
etc. The number of people who learn English as a foreign language is more than 750 million.
⑵Warming up by answering questions about English
Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?
●What is Standard English?
Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.
●What is a dialect?
A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.
●Do we have standard Chinese? What is it?
In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
⑶Warming up by giving reasons
Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?
x English is one of the official languages of the Olympic Games and the United Nations.
x English dominates international websites and provides nearly all of the new computer terminology.
x Tourism and trade from Western Europe and North America has contributed to the spread of English.
x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
2.Pre-reading
We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?
for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.
Go on with your reasons. I shall write your suggestions on the board as you make them.
3. Skimming the text for general ideas
Now we go to page 9 to skim the text for the main idea of each paragraph.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.
Paragraph 3: English changes and develops when cultures meet and communicate with each other.
Paragraph 4: By the 19th century English is settled.
Paragraph 5: English is spoken as a foreign language or second language in South Asia.
4. Reading and filling
Read the text to complete the chart below.
Time English is influenced by…
AD 450-1150 German
1150-1500 French
In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before
By the 19th century Samuel Johnson, Noah Webster
Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China
5. Reading and copying
Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.
Useful expressions
at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly
高中英語教案2
教材解讀
本單元緊扣“女性”這一中心話題，通過介紹幾位生活在不同國度的杰出女性，探討女性在社會生活中的地位、價值和貢獻，關注她們所面臨的困難，謳歌她們在社會各個領域的成就。學習本單元內(nèi)容有助于提高學生對婦女的社會角色的認識，培養(yǎng)學生（尤其是女學生）的自信心、事業(yè)心和社會責任感，建立正確的性別觀和社會觀。
“熱身”(Warmingup)部分要求學生評論課本列出的六位女性，提出自己的觀點和理由。該部分呼應了模塊一中第五單元NelsonMandela－amodernhero的“讀前”部分。在學習這一單元時，學生們經(jīng)過討論已總結出評定偉人的標準。因此，在教本單元時，教師可以讓學生沿用這一標準，并針對本單元具體內(nèi)容進行討論，當然，學生也可以提出自己的看法。教師應當鼓勵學生提出異議，但必須注意以下兩點：（1)教師要引導學生提出積極意義的觀點；（2）學生應有理有據(jù)地闡述自己的觀點并使其令人信服。
“讀前”(Pre-reading）部分提出了兩個問題：簡·古道爾為什么不在大學里進行專業(yè)的生物學研究而要到非洲去研究黑猩猩？你同意她的這種做法嗎？這兩個問題還要求學生思考兩種不同的研究方法（即實驗室研究法與野外研究法）的優(yōu)勢與不足之處。然后，要求學生看課文中的標題和插圖。
“閱讀”（Reading)部分以《非洲野生動物保護者》為題，描寫了簡與她的同事們在非洲原始森林觀察非洲黑猩猩的一個片段，并闡釋她從事這項工作的重要性以及她所取得的成就。盡管他們在野外的考察工作又臟又累，但他們覺得這樣做是值得的，他們有一些重要的發(fā)現(xiàn)是在學校的實驗室不可能獲得的，這正是簡·古道爾要到非洲原始森林來的原因。她通過許多年的研究，幫助人類了解黑猩猩的生活習性。她強烈呼吁讓動物回歸自然，反對用動物作廣告或從事娛樂活動，她力圖喚起人類理解動物、尊重動物和保護動物的意識，而她所取得的成就無疑是對有進取心的廣大婦女的莫大鞭策和鼓舞?！袄斫狻?Comprehending)部分有四項練習，分別從不同層面引導學生進行閱讀。前三個練習通過選擇題、歸納段落大意和填表格來檢查學生對閱讀篇章的表層理解程度。練習四要求學生必須在深刻理解課文內(nèi)容的基礎上，對課文中簡的行為表達自己的看法。通過討論這四個開放性的話題，可以堅定學生保護動物的信念。
“語言學習”(LearningaboutLanguage)部分主要著重于詞匯和語法的訓練。詞匯學習部分主要通過詞語釋義、同源詞對比、反義填空等多種形式的練習幫助學生熟悉構詞法、重點詞匯以及短語。語法部分緊扣“主謂語一致”這一語法項目，重點學習如何確定集合名詞的數(shù)，通過句子填空讓學生在語境中判斷幾何名詞單復數(shù)概念，并通過短文填空綜合操練主謂語一致。該部分不僅關注主謂語一致的語法形式和意義，也關注了主謂語一致的語用價值。
“語言運用”(UsingLanguage)部分綜合訓練聽說讀寫的能力。閱讀部分介紹了另一位杰出女性一一林巧稚，我國著名的婦科疾病專家。她以其執(zhí)著的追求和不懈的努力
教師備課系統(tǒng)──多媒體教案
獲得事業(yè)上的成功；她關注貧窮的婦女和母親，尤其是農(nóng)村婦女，她以善良和愛心贏得人們的尊敬。不但如此，她還把畢生的心血全部貢獻給了她的病人和中國的醫(yī)療事業(yè)。這篇文章不僅僅要讓學生了解一位中國杰出女性的生平，更重要的是它在如何選擇未來事業(yè)的問題上給予學生一定的啟發(fā)。聽力部分要求學生在聽完錄音后，列出女性在通向成功道路上所面臨的特有的困難。說的部分要求學生運用介紹人物品質和個性的形容詞來描述生活中富有奉獻精神的女性，然后，把她的故事、品質和個性寫出來。寫的部分從內(nèi)容和方法兩個方面給了四點提示。
“小結”（Summingup）部分讓學生從內(nèi)容、詞語和結構三個方面對本單元內(nèi)容進行歸納總結。詞匯部分的小結可以從構詞法的角度進行適當?shù)氖崂砗屯貙挕?/p>
“學習建議”(LearningTip）部分就人物描寫提出了建議，即選取典型事跡，抓住人物特征。
高中英語教案3
教學準備
教學目標
1). To learn the knowledge of the cultural relics.
2). Discuss how to protect our cultural relics.
3).Reading and understanding, catching the history and information of the Amber Room.
4). Functional item, how to tell the story about the Amber Room
5). Finish the comprehending exercises after the reading passage.
6). Use scanning; skimming and careful reading to learn the story of the Amber Room.
教學重難點
Key points
To understand cultural relics.
How to tell the story about the Amber Room
Difficulties
Talk about cultural relics at home and abroad in English freely.
To learn the story of the amber room.
教學工具
課件
教學過程
導入
1). Guessing:
Teacher present some pictures and statements ,let the students guess whtat or where it is.
The Great Wall; The Pyramid ; Taj Mahal
2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:
A. Can you name them out?
Who have the right to own and confirm them?
(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City
Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat
and Mogao Caves)
Step I: Pre-reading
1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?
Show some pictures of amber. Let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
Amber is the fossil(化石) form of resin(樹脂) from trees.
It takes millions of years to form.
2). Can you imagine a house made of amber?Please preview “In search of the amber room.”
Step II: Fsat reading and thinking about the title:
1). Teacher give students the following questions to think:
When you see this title, what do you want to know?
What is the Amber Room?
Why was it called the Amber Room?
What was it made for?
What happened to it?
Why to search for it?
(Ask the students just remember these questions in their mind not find the answers.)
2). Fast reading to get the main idea:
The Amber Room , which xxxxxxxsent to the Russian people as a xxx, was xxby the xxxxx soldiers .
(Students read the passage quickly and fill in the blans)
3). Now, let the students try to answer the questions in part 1). (PPT 7)
(Teacher may give some necessary help)
Step III: Scanning
Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)
After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)
Step IV: Skimming
Ask students to skim the passage and complete exercise 2 on page2.
( 3 ) How did the Amber Room become one of the wonders of the world?
( 5 ) How was a new Amber Room built?
( 4 ) How did the Amber Room get lost?
( 1 ) How was the Amber Room made?
( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?
Step V: Careful reading
Let the students read the text carefully and try to find some details to complete the form on PPT 11.
Step VI: Role play
Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?
( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
Homework
1. Read the story of The Amber Room again after class.
2. Write the introduction of the Amber Room you have discussed in class.
3. Prepare for next period by underline the difficult points in the text.
高中英語教案4
高中英語閱讀課文具有題材廣泛、體裁各樣、語言知識豐富等特征，是各單元教學的核心部分，也是培養(yǎng)學生閱讀能力的主要渠道。
閱讀教學傳統(tǒng)模式常常是單一的自下而上模式，只是把課文作為單純向學生傳授語法及語言知識的載體，重在老師的講解，忽視了培養(yǎng)學生的閱讀速度和理解能力；傳統(tǒng)的閱讀理解提問方式也常常停留在對所閱讀文章的表層理解層次上。如何借助這些課文來提高學生的閱讀速度、閱讀理解能力和語言水平呢？這是一個需要師生互相合作的工作。在閱讀課的課堂教學中，教師應精心設計教學程序，讓學生的閱讀和討論交流相互交叉進行，從而使閱讀課既達到提高學生閱讀水平的效果，又能較好地發(fā)揮學生的主觀能動性，將接受的信息轉變成交際實踐的內(nèi)容。通過使用交際化的手法進行閱讀教學，為提高學生聽、說、讀、寫等綜合能力打下堅實的基礎。教學過程由教師、學生、教材、方法四要素組成，這四要素所組成的六對關系只有處于一種和諧的狀態(tài)，才能實現(xiàn)教學過程的最優(yōu)化。在進行閱讀課教學設計時，不能只考慮教師的意志，忽視了學生的主體性。教師在教學中應激發(fā)學生思考，讓學生有話可說，并樂于說。
一、設計提問，激發(fā)學生的主體思維
二、問題設計是英語閱讀教學的重要手段，是幫助學生理解、鑒賞文章的切入點。教師設計問題，要遵循循序漸近的原則
三、要把問題建筑在學生的注意力和興趣之上，服務于全面提高學生素質水平的目標需要。
高中英語課文大多篇幅較長。課文內(nèi)容參透了豐富的審美以及科學教育內(nèi)容。在這些兼顧知識性、趣味性、思想性的閱讀課教學中精心設計既有啟發(fā)性又能激起學生探討興趣的系列問題，可以啟迪學生動腦，激發(fā)學生思維，培養(yǎng)學生主動學習的習慣。教師設計問題時，要緊扣教材，層層推進，要具有一定的思想梯度。在提問、解答的過程中，教師要啟發(fā)引導，以激活學生的思維欲望，幫助學生認知和理解。
二、授之以法，把學習的主動權交給學生
要提高學生的素質，就要培養(yǎng)學生的能力。因此英語閱讀教學中要突出“學”字，從讓學生“學會”轉到培養(yǎng)學生“會學”，授之以法，把學習的主動權交給學生。
1。指導學生認真預習
高中閱讀課文長，難度大，抽象概念內(nèi)容多，形象思維內(nèi)容少，語法現(xiàn)象較復雜。因此，對學生來說，認真預習是及其重要的。如果學生沒任何準備走進課堂那么學習肯定是被動的，教師講解什么，學生就聽什么；教師演示什么，學生就看什么。這樣的學習有什么主動性呢？預習看起來是學生的事情，但教師精心指導是十分關鍵的。教師要教給學生預習的方法，指導學生認真預習，并寫出自學筆記、提出自學中遇到的疑難問題。譬如安排學生針對有關問題做些準備，要求學生課前利用工具書預習生詞?？梢越o學生布置問題回去思考。學生只有掌握了科學有效的學習方法，接受新知識才能舉一反三，觸類旁通，更好地做到知識的遷移，并使學生受益終身。
2。鼓勵學生踴躍參與
學生踴躍參與，最關鍵的是教師要充分尊重學生的人格，充分發(fā)揮教學民主，為此，教師要妥善引導，要盡最大的努力最大限度地引導學生參與到探索知識的過程中去。為此，要做到：
?。?）要營造寬松、和諧、融洽、平等的學習氛圍。
（2）要留下足夠的參與時間和空間。教學不要“滿堂灌”，也不能“滿堂問”，學生能講的，要盡量讓學生講；學生能動的，要盡量讓學生動。
?。?）要創(chuàng)造良好的參與條件，提供合適的參與機會，組織學生獨立思考與集體討論。在閱讀課的教學中，教師可讓學生互設情景，就他們感興趣的話題以小組為單位全班展開討論，以達到全員參與的目的。
3。培養(yǎng)學生歸納理解
閱讀的目的就是要獲取書面信息。因而閱讀時不能逐字逐句地去分析語法，而是要快速完成樹材料的閱讀，抓住大意，再深層次地去理解內(nèi)容。在閱讀時教師可指導學生根據(jù)不同題材、體裁的閱讀材料采取不同的歸納形式去歸納材料內(nèi)容，快速、準確地獵取文章信息，培養(yǎng)學生良好的閱讀習慣。由于閱讀材料題材與體裁的不同，因而在閱讀中還可以從不同角度用各種不同的歸納方式去歸納、理解材料內(nèi)容，如可以歸納動詞，顯示事件過程；歸納文章人物，突出重點人物等等，從而在閱讀實踐中不斷提高自己的閱讀理解能力。
三、增加語言實踐量，延伸英語閱讀空間
高中每單元一篇閱讀課文所選的文章都是好文章，他們內(nèi)容豐富，涉及面廣，課文中所反映的中外文化習俗、世界名人傳記，體育競技比賽、飲食衛(wèi)生習慣等等都喚起高中生的注意和興趣。但是，從培養(yǎng)閱讀能力的角度來看，僅限于課文的閱讀教學是遠遠不夠的。閱讀課的課堂教學內(nèi)容絕不能只停留在封閉的教室、狹窄的一本書里，而是要面對更廣闊的社會生活，以拓寬閱讀內(nèi)容視角，擺脫傳統(tǒng)的英語閱讀教材的束縛，以提高學生的能力素質。
每周選擇三到五篇難易適中、兼顧知識性和趣味性的讀物，打印出來發(fā)給學生課后閱讀，并要求他們做相應的閱讀理解題。
四、英語閱讀教學應滲透人格教育
培養(yǎng)具有健全人格的人是當前素質教育的目標之一。高中英語閱讀教材是一套集思想性、科學性、趣味性與實用性于一體的好教材，具有很強的思想性。閱讀教學應結合教學內(nèi)容，寓思想品德教育于英語閱讀教學中，提高學生的政治思想素質。因此，教師要努力挖掘教材中的思想教育因素，以知識為載體，適時適度地滲透思想品德以及愛國主義教育。
此外，在教學中還可根據(jù)教材需要利用討論等方式進行教學，融德育教育于教學中，這不僅可以培養(yǎng)和提高學生運用語言的能力，還能使學生受到深刻的思想教育，這不正是素質教育的宗旨和目的。當然，在閱讀教學中滲透人格教育，最重要的還是教師正確地認識英語閱讀教學在人格教育中的作用。
高中英語教案5
教學準備
教學目標
1. Ss will be able to master the following useful new words and expressions.
well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,
fresh, organize, bury, at an end, dig out, coal mine, in ruins
2. Ss will be able to know the basic knowledge about Earthquake
教學重難點
1. The usages of some words and expressions.
2. How to train the students’ reading ability in learning the text.
教學工具
課件
教學過程
Step I lead-in
Let students see a short video and answer the questions
1.What happened in the video? Earthquakes
2.How do you feel seeing the plots(情節(jié))? Students’ discussion.
Step II Fast reading
1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 1976
2. Skim the text and answer the questions
The type of writing (寫作體裁)
Narrative writing
Topic sentence of Paragraph 1
Sentence 1
Topic sentence of Paragraph 2
Sentence 2
Topic sentence of Paragraph 3
Sentence 1
Topic sentence of Paragraph 4
Sentence 1
Step III Detailed reading
Ask students to read the text carefully and answer the questions
Task1: What were the nature signs of the coming earthquake?(選擇)Para 1
1.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )
A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of ponds
F. Too nervous to eat G. Rose and fell, fell and rose
Task 2 Fill in the blanks
Main Idea
Details
Damage caused by
earthquake
Para 2-3
At xxx am, the xxxx earthquake of the 20th century began .
xxx burst from holes in the ground.
Hard hills of the rock became rivers of xx.
xxxx covered the ground like red autumn leaves.
Two xxx and most of the bridges fell.
The railway tracks were now xxxpieces of xxx.
xx now filled the wells instead of water.
Water,food,and xxxxxx were hard to get.
The reconstruction(重建) after the earthquake
Para 4
1. The army xxxxx
2. Workers xxxxfor survivors.
3.xxxxxwas taken to the city.
Details:
1. At 3:42 am, the greatest earthquake of the 20th century began.
2. Steam burst from holes in the ground.
3. Hard hills of the rock became rivers of dirt.
4. Bricks covered the ground like red autumn leaves.
5. Two dams and most of the bridges fell.
6. The railway tracks were now useless pieces of steel.
7. Sand now filled the wells instead of water.
8. Water, food, and electricity were hard to get.
Step IV consolidation (當堂鞏固)
Let students fill the blanks according to the passage
Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1xxx(fall). Farmers noticed that the well walls had deep cracks 2xxxxx them. A smelly gas came out of the cracks. In 3xxxfarmyards, the chickens and even the pigs were too nervous 4xxxx(eat). 5xxx(mouse) ran out of the fields looking for places 6xxxx(hide). Fish jumped out
Of their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7xxx the sky. The sound of planes could 8xxxx(hear) outside the city of Tangshan even 9xxx no planes were in the sky.
In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, xxxxthought little of these events, were asleep as usual that night.
1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who
這部分目的是讓學生進一步鞏固課文的內(nèi)容。
Step V Post-reading-Activity: news report Group work(小組活動):
假設我們時光倒流到1976年這場災難的現(xiàn)場。
小組討論出一篇關于唐山大地震的五句話新聞報道。
選出一名組員做新聞報道員。
向全班做一個新聞報道。
新聞報道要包括以下內(nèi)容:
寫作提綱outline
新聞的標題headline簡潔明了,吸引人
新聞的導語 introduction新聞消息的第一句揭示核心內(nèi)容
新聞的主體main body對導語進行展開和闡釋
結束語conclusion對全文概括總結
唐山地震發(fā)生的時間,地點
地震發(fā)生前的一些預兆
地震帶來的破壞和損失
地震后的救援工作
這部分主要是培養(yǎng)學生的小組合作能力和語言表達能力,進一步鞏固課堂所學的內(nèi)容。
Step VI Homework: write a news report about Yushu earthquake.
高中英語教案6
單元整體設計思路
第一課時：閱讀課 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
第二課時: 語法課 Discovering useful structures (p. 4); Using structures (p. 43)
第三課時：閱讀與聽說課 Reading and listening; Speaking (pp. 5-6)
第四課時: 詞匯課 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)
第五課時: 聽說課 Listening; Talking (p. 41)
第六課時: 讀寫課 Reading and writing (p. 7)
第七課時: 單元評價課 Self-test and self-evaluation; Summary
第一課時 閱讀課
一、教學內(nèi)容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教學目標
在本節(jié)課結束時，學生能夠
了解文化遺產(chǎn)的基本概念、本質特點以及基本類型。
通過找讀（scanning）關鍵詞、略讀（skimming) 和精讀 (careful reading)，了解有關琥珀屋的故事。
用歸類法學習詞匯。
用自己的話復述琥珀屋的故事。
運用本課時學習的內(nèi)容和自己已有的`知識討論相關話題。
三、教學步驟
步驟一 熱身
1． 請學生看學生用書p. 1或者PPT中的圖片，兩人一組討論三個問題。教師請幾組學生回答問題，然后綜合大家的看法總結出文化遺產(chǎn)的定義。
2. 請學生說出一些中外文化遺產(chǎn)的名稱，教師寫在黑板上。可以采取小組競賽的形式，比一比看哪組說得多、說得正確。
注：問題中出現(xiàn)了五個生詞。rare, valuable和survive很難根據(jù)上下文猜出詞義，教師可以布置學生課前查字典自學其詞義，用法可以留到詞匯課處理。vase一詞通過圖片可以猜出，dynasty可以通過語境猜出。
設計意圖：通過呈現(xiàn)圖片和小組競賽引起學生對本單元話題的興趣，使學生了解文化遺產(chǎn)的概念，為過渡到下一步學習做好鋪墊。
步驟二 讀前
1. 請學生先欣賞教師準備的幾件琥珀飾品或者看學生用書p. 1的琥珀飾品圖片，然后請學生回答問題，并根據(jù)課文標題和圖片預測課文內(nèi)容。
2. 詞匯準備：請學生把書翻到p.89本單元詞匯表，根據(jù)要求獨立地找出相應的詞匯。找三個學生分別說出答案，其他學生和教師補充或更正。
設計意圖：通過觀察實物、回答問題，使學生把琥珀和文化遺產(chǎn)聯(lián)系起來，從而引入閱讀主題，并讓學生預測閱讀課文內(nèi)容；通過讓學生根據(jù)要求找出相應詞匯教給學生用歸類法學習詞匯，同時為之后的閱讀掃清詞匯障礙。
步驟三 讀中
1. 請學生略讀課文，核查自己預測的內(nèi)容是否正確。
2. 請學生在再次閱讀課文前先看一下學生用書p.2練習二中的五個問題，然后在限定時間內(nèi)快速瀏覽閱讀課文的每一段，完成練習二的閱讀任務，確定每段的段意。最后兩人一組回答五個問題。教師請幾個學生分別說出答案，其他學生和教師補充。
3． 請學生再讀一遍課文，根據(jù)時間順序在限定時間內(nèi)找出琥珀屋的歷代主人及當時發(fā)生的和琥珀屋相關的事件，完成下面的表格。
4. 請學生兩人一組，仔細閱讀第一段和第三段，歸納琥珀屋能夠成為世界奇觀的原因。
設計意圖：通過略讀課文檢測讀前預測是否正確，并對課文內(nèi)容有大體的了解；練習二的五個問題分別概括了每段的段意，考慮到高一學生概括能力較弱，采取給出各段段意讓他們分別找出與其匹配的段落的方式降低了難度；通過回答五個問題使學生了解課文的細節(jié)內(nèi)容，明確概括段意的依據(jù)；通過填表讓學生學會根據(jù)時間、人物等關鍵詞快速確定主要信息；通過仔細閱讀和分析課文重點內(nèi)容培養(yǎng)學生的分析能力，同時也使他們進一步理解琥珀屋作為文化遺產(chǎn)的理由。
步驟四 讀后
請學生兩人一組根據(jù)PPT表格中的提示復述課文，然后教師選兩個學生當堂復述。
設計意圖：通過復述檢查學生對文章大意的了解程度，并檢測學生歸納總結和口語表達能力。
步驟五 討論
請學生四人一組討論問題，每小組確定一個組長、一個記錄員和一個發(fā)言人。組長組織并參與討論，記錄員記錄大家的看法，發(fā)言人代表小組陳述大家的看法；討論后教師請持不同觀點的小組分別闡述理由，其他持相同觀點的小組補充。觀點沒有對錯之分，但要言之有理，有充分的論據(jù)支持自己的觀點。討論時可以參考PPT中的一些表達法。
設計意圖：通過討論培養(yǎng)學生勤于思考的習慣，鍛煉口語表達的能力；同時也增強學生保護文化遺產(chǎn)的意識。
步驟六 作業(yè)
設計意圖：通過聽課文錄音并朗讀幫助學生掌握正確的語音、語調；通過讓學生自己找課文中的難句和復習所學詞匯培養(yǎng)其自主學習的能力。
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