高一有效课堂教学模式.ppt

高一有效课堂教学模式 高一英语组 2015.5.19 阅读教学 扩大语言知识 训练阅读策略 提高阅读能力 发展思维能力 提高语言综合运用能力 阅读课 文本阅读 语言处理 文本阅读： 读前 读中 读后 语言处理： 感知 探究 整理 运用 热身：激活已有知识，激发学习兴趣 教学活动：问卷调查 看图讨论 情景听说 思考问题 Cultural Relics 读前 教学活动：背景介绍 问题讨论 预测文本 词汇处理 In search of the Amber Room 图片及实物展示，介绍琥珀。 根据标题及图片，预测文本内容。 读中 宏观把握--具体分析各部分 1. 宏观把握：梳理文本， 突出文本脉络 略读 在略读时，指导学生迅速浏览全文， 看文章标题、首段、末段或各段的段首、段尾，了解文章的基本内容和篇章布局。 Task 1 Find out who the Amber Room belongs to. Frederick Ⅰ Frederick William Ⅰ Peter the Great Catherine Ⅱ The Nazi army The Russians and Germans 读中 2. 具体分析：文字----表现形式 （表格、时间线、树形图、网络图） 寻读 从阅读材料中寻找某些特定信息。 Brief introduction of the Amber Room Color Made in Style of design Material How long was it built? Task 2 yellow-brown in the fancy style popular in those days 10 years for a team of the country’s best artists. Prussia amber, gold, jewels History of the Amber Room Year What happened to the Amber Room Designed for the palace of Frederick I. Frederick William I gave the Amber Room to Peter the Great as a gift. It became part of the Czar’s winter palace in St Petersburg and served as a small reception hall. 1716 1770 1941 2003 Moved to a palace outside St Petersburg by Catherine Ⅱ and was decorated with more details. Germany and Russia were at war. The Russians removed some furniture and small art objects, but the Nazis stole the Amber Room. A new Amber Room was built at the Summer Palace, and it was used to celebrate the 300th birthday of St Petersburg. 读后 读后即“语言输出”，即开发学生创造性思维，培养学生创新能力的过程, 是综合能力提高的具体表现。 教学活动: 复述 角色扮演 讨论 The characteristics of the passage This passage tells the history of the Amber Room in the order of time so that we can clearly know what happened to it. Besides the passage uses the Past Tense. 文本特征、写作特点、写作意图 G