高一英语必修2第一单元阅读课教学设计及反思

Book2 unit1 cultural relics 教学反思
宁县第四中学张蕊娜
本课教学内容是高一必修二第一单元的阅读部分，
本课教学设计的特色和亮点主要体现在以下几个方面。

第一，采用任务型教学。

根据学生的实际水平，设计不同的任务；采用整体教学方法，通过连线题、选择题填空题等题型，循序渐进，层层深入, 帮助学生理解课文，分散难点，把握重点。

第二，教学手段直观、形象。

借助多媒体教学设备，展示国内外一些著名的文物古迹图片，有利于激发学生的学习兴趣。

第三，根据学生水平的差异性，教师注重学习的认知规律，给予适当的支持和引导，在设计中层层深入、循序渐进，在导入这一环节，采用世界和中国文物古迹图标，并给学生解释它们设计的意义使得学生能够快速融入课堂，并且增加学生对于国际文化和中国文化的理解.在warming up部分的解释中给予学生词语的提示，使得这些刚上高一的学生，能够自主参与、进行合作、探究活动。

教学中充分发挥学习的主观能动性，师生互动，在加强学生综合语言应用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析、解决问题的能力。

有待改进的地方:
1.在阅读这一部分中，部分任务设计难度没有考虑到阅读能力稍差的学生，中下层次的学生感到完成任务有点吃力。

在以后类似的教学过程中，我会分几个环节设计精读练习，例如针对中下层学生设计
Yes/No questions或T/F。

2.本节课的设计内容容量比较大，任务完成得比较紧迫。

高中英语选择性必修二Unit 1 Reading and Thinking教学设计一、教学目标（一）语言技能目标1.学生能够理解课文内容，掌握重要词汇和短语。

2.提高学生的阅读理解能力，包括细节理解、推理判断和主旨归纳等。

3.学生能够运用所学词汇和句型进行口头和书面表达，讨论科学发现相关话题。

（二）学习策略目标1.培养学生的阅读策略，如预测、略读、扫读等。

2.鼓励学生合作学习，共同探讨问题，分享观点。

（三）情感态度目标1.激发学生对科学的兴趣和好奇心，培养科学精神。

2.增强学生的跨文化意识，了解不同国家的科学成就。

二、教学重难点（一）教学重点1.理解课文内容，掌握重要词汇和短语。

2.培养学生的阅读理解能力和表达能力。

（二）教学难点1.引导学生分析课文结构，理解作者的写作意图。

2.帮助学生运用所学知识进行创造性表达。

三、教学方法（一）任务型教学法：通过设计各种任务，让学生在完成任务的过程中学习语言知识和技能。

（二）合作学习法：组织学生进行小组讨论和合作活动，培养学生的合作意识和团队精神。

（三）情景教学法：创设真实的语言情景，让学生在情景中运用语言，提高语言运用能力。

四、教学过程（一）导入（Lead-in）播放一段关于科学发现的视频或展示一些科学成就的图片，引起学生的兴趣。

提问学生对科学发现的看法，引导学生思考科学发现的重要性和意义。

（二）预习检测（Pre-reading check）检查学生的预习情况，让学生回答一些与课文相关的问题，如：What do you know about scientific discoveries? Have you heard of any famous scientific discoveries?教授一些新单词和短语，为学生的阅读做好准备。

（三）阅读（Reading）1.快速阅读（Skimming）：让学生快速浏览课文，回答问题：What is the main idea of the passage?2.仔细阅读（Scanning）：学生仔细阅读课文，完成以下任务：回答细节问题，如：Who made the scientific discovery mentioned in the passage? What did they discover? How did they make the discovery?3.找出课文中的重要词汇和短语，并理解其含义。

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。

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。

人教版必修二Unit 1 Reading and ThinkingFrom Problems to Solutions教学设计I. Textbook AnalysisThe lesson focuses on the reading and thinking passage titled "From Problems to Solutions," which is an expository text discussing how to address challenges through innovative solutions. The text takes the construction of the Aswan Dam in Egypt as an example, illustrating the process of identifying problems, seeking solutions, and achieving success.II. Learning ObjectivesLanguage Skills:Students will be able to read and understand the passage independently.They will be able to summarize the main ideas and details of the text.Grammatical Knowledge:Students will review and practice using past participles as attributives and object complements.They will learn and apply new vocabulary related to the topic, such as "proposal," "protest," "investigate," etc.Thinking Skills:Students will develop critical thinking skills by analyzing the problem-solving process in the text.They will learn to apply the problem-solving model to real-life situations.Cultural Awareness:Students will gain insights into the cultural and historical context of the Aswan Dam project.They will appreciate the importance of international cooperation in addressing global challenges.III. Teaching ProceduresStep 1: Lead-in (5 minutes)Ask students what they know about Egypt and its famous landmarks. Introduce the Aswan Dam and its significance, setting the stage for the reading passage.Step 2: Pre-reading Activities (10 minutes)Activity 1:Provide students with a list of new vocabulary related to the text and have them predict their meanings based on context clues.Activity 2:Have students read the title and the first paragraph of the text, and ask them to predict what the rest of the text will be about.Step 3: While-reading Activities (20 minutes)Activity 1: Have students read the text silently and underline key information related to the problem (construction of the Aswan Dam and potential damage to cultural relics) and the solution (establishment of a committee, international cooperation, and successful relocation of temples).Activity 2: After reading, ask students to answer comprehension questions such as:1.Why did the Egyptian government want to build the dam?2.What was the main concern of the protesters?3.How was the problem eventually solved?Activity 3: Have students work in pairs to create a mind map summarizing the problem-solving process in the text.Step 4: Post-reading Activities (15 minutes)Activity 1:Discuss the importance of finding a balance between economic development and cultural preservation. Ask students to give examples of similar challenges faced by other countries.Activity 2:Have students read paragraphs 1, 2, and 6 again and discuss the main idea of the text. Guide them to understand that big challenges can sometimes lead to great solutions.Activity 3:Write a short paragraph (60-80 words) summarizing the text based on the mind map they created. Encourage students to use the new vocabulary and grammatical structures learned in the lesson.Step 5: Language Focus (10 minutes)Review and practice using past participles as attributives and object complements with examples from the text. Have students create their own sentences using this structure.Step 6: AssignmentHave students research another example of a problem-solving project and write a short report on it, emphasizing the problem, the solution, and the importance of cooperation.IV. AssessmentFormative Assessment:Observe students during class discussions and activities to assess their understanding and engagement.Summative Assessment:Evaluate students' written summaries and homework assignments for accuracy, coherence, and use of new vocabulary and grammatical structures.。

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。

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. ( )。

Unit1 Cultural Relics教学设计（一）设计思路设计的指导思想：本节课为阅读课，贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。

理论依据：新《英语课程标准》以素质教育和学生的发展为宗旨，以培养学生的综合语言运用能力为目标，根据外语学习的规律和我国外语教学发展的现状与需求，力求从教学观念、目的、目标、内容、实施、策略、手段和评价等方面进行重大改革。

它在课程内容与教学目标部分，除涉及语言技能和语言知识外，把情感态度、学习策略和文化意识的发展也列入其中。

这在我国英语教育发展史上是一种创新，突出了“以人为本”的教育思想，其核心是以学生为中心，以学生的发展为本，注重学生的全面发展与个性差异的统一。

体现了教学内容与目标的立体性和人文性，教学环境的丰富性和教学任务的复杂性，学生学习过程的自主性和探究性，教学活动的任务型和教学组织形式的合作性以及评价体系中主体的多元性和形式的多样性。

设计特色：“以学生为中心”、“以能力培养为目标”的教育原则，关注学生的情感，鼓励学生合作学习，把权利赋予学生，而且能从实际出发，并能充分调动每个学生的学习热情，。

做到“探究于课堂，使学生自主于学习之中”。

（二）教材分析与学情分析1 教材分析Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。

在阅读部分中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。

学生在已有知识的基础上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。

２、教学目标：（知识目标、能力目标、德育目标）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信促进学生进一步提高英语综合能力。

《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。