高中英语必修二Unit1教学设计 魏某某

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高 中 英 语 教 学 设 计

Teaching Design for Reading: In Search of

the Amber Room

课 题 名 称 Reading: In Search of the Amber Room

设 计 教 师 魏 邦 淑

单 位 名 称 白 银 市 靖 远 县 第 四 中 学

Unit 1 Cultural Relics教学设计

Teaching Design for Reading: In Search of the Amber Room

**_*学 姓名：魏某某 邮编:730600 电话：***

教材来源

人教版《英语2[必修] New Senior English for China》



教材分析

本节课选自人教版高一英语必修２第一单元，本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源、发展和保护等方面的情况；复习并掌握定语从句；能在英语口语交际过程中判断别人给出的依据，并给出自己的观点；能回信并就如何保护和处理世界文化遗产给出自己的观点。



教学内容

 Reading: In Search of the Amber Room

本节课选自本单元第二节课Reading，是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀屋的建立、被毁、重建的整个历史。设计这篇文章的目的是让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。因为涉及多个人物时间及事件，所以在学生阅读后，教师通过历史事件时间图让学生清楚了解琥珀屋的来龙去脉，为随后的复述奠定基础。



教学对象

高一学生



学情分析

针对我们学校学生大多来自农村，学生英语基础薄弱，阅读面不宽，如果要用英语来交谈，那么学生在表达名称及其相关信息时难度比较大。作为老师在课前要充分备课，必要时给学生提示和帮助，所以课前教师会用幻灯片展示相关内容，以加深同学对这些琥珀屋历史的了解。

但对于高一年级的学生来说，他们正处在求知欲强，在思维上有很强的独立性 。在听说方面，学生有一些基础，能借助文字，图片，影像，认知等技能听懂有关方面的知识，并针对问题表达自己的见解，同时能与他人合作，解决问题并报告结果，也能够利用一些教育资料进行学习，如学生通过上网、利用图书馆等了解与学习内容有关的资料。

同时他们也具备很强的社会责任感和责任心，对于有关文化遗产方面的问题，他们乐于针对此问题进行讨论发表自己的见解。通过学生课前的预习，在学生已有所准备的情况下，应该能够基本完成课堂的学习目标。



教学目标

语言知识

让学生了解琥珀屋的历史；

掌握文中出现的一些重点词汇、短语及句型。





语言技能

能使用包括预测，跳读，略读等多种阅读技巧读懂文章，把握主题，利用思维导图理清文章脉络。





语言运用

在文章框架及重点词汇的帮助下能复述琥珀屋的历史。





文化意识

了解文化遗产的相关知识，并培养保护文化遗产的意识。





情感态度

能够让学生意识到文化遗产的保护是很重要的，也是很不容易的；并在向学生呈现古代人们生活方式的同时，让学生能够欣赏到文化遗产的美及其重要性。





学习策略

学会总结所接触的语言材料中的语言规律并加以应用。



教学重点

让学生通过阅读来了解琥珀屋的历史；让学生通过阅读学习预测、跳读、略读、细读等不同的阅读技巧。



教学难点

能够让学生学习谈论文化遗产；如何引导学生提高他们的阅读技巧并能更好地理解文章内容。



运用任务

学会用所学短语句型表达琥珀屋的历史；意识到文化遗产保护的重要性。



教学方法

以学生为主体的发现学习和合作学习，分层教学的原则。

1）Elicitation(启发)

2）watching and speaking, discussion



教学辅助

文化遗产相关图片, 多媒体课件一套。



Teaching procedures：

Ⅰ.Leading in:

presenting

设计意图? 展示图片，用学生熟悉的图片为引入, 激发学生的兴趣，让学生对即将学习的cultural relics有一个直观感性的认识，为接下来下定义奠定基础。

Hi, everyone. Please look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：

Defining (the definition of cultural relics)

设计意图? 通过问题的引导，让学生由浅入深地了解并理解cultural relics 的定义 ，为后文的阅读理解打下基础。

Show the questions on page 1 in the textbook on the screen: “Do you know what a cultural relic is?”“Does a cultural relic always have to be rare and valuable? Is it enough to have survived for a long time?”

Then look at the pictures on page 1, and there are the same pictures on the screen as well. Students may list what they know, such as pictures, festivals and customs, etc. Lead the students to concentrate on buildings.

“Let’s look at more pictures of cultural relics. Please speak out their English version as fast as you can.”

II. Pre-reading——predicting

设计意图 根据标题预测文章内容，训练学生的预测能力，培养学生关注文章标题的意识。预测在阅读中不仅能帮助学生准确把握焦点，培养逻辑思维能力和判断能力，还大大地激发学生的阅读兴趣，提高阅读效果。

“Do you know what amber is?” “Have you ever seen a piece of amber? What do you know about it?”“琥珀。”

“Look at the picture.” Show the picture of amber on the screen.

“If there is an insect in it, it will be more valuable. Now can you imagine a large room made of several tons of amber?” show the picture of the Amber Room on the screen.

“Is it beautiful?”

“It must be expensive to make such kind of room. What kind of people could afford such a beautiful and expensive room?”（King/Emperor/Queen.）

“Yes. Today we are going to look at the story. Before reading, let’s look at the title ‘In search of the Amber Room’. What’s the meaning of ‘in search of’？”

“Look for/find/search for…”

“Yes. If you are in search of something that means that you have lost something. So the Amber Room must have been…”

“…got lost.”

“Yes. So can you guess what the passage may be about?”

“Who stole it? / How did it get lost? /…”

“Ok. We have mentioned that such an expensive room must have been made by Kings or Queens, so before you read the whole passage, please find out the names of king or queen.”

Since the name of kings and queens are capitalized, students can list them quickly. According to the sequence of appearance, students will list them as this order: Frederick William I, Frederick I, Peter the Great, Catherine II. Write them on the blackboard and show their relationship.

Prussia (Germany) Russia

Frederick I Peter the Great

Frederick William I Catherine II

Nazis army

Germans Russia

“Yes. Now start your reading and then finish the comprehending exercise 1 on page 2.”

Comprehending Exercise 1:

After reading, students can match the name of people with what they did to the Amber Room. Check with them.

Frederick I A. stole the Amber Room

Frederick William I B. sent a troop of his best soldiers to the King of Prussia

Peter the Great C. had the Amber Room made.

Catherine II D. had it moved outside St Petersburg

The Nazi army E. gave it to the Czar as a gift

The Russians and Germans F. built a new Amber Room after studying pictures of the old one.

III. Reading榆林教学资源网 http://www.bjdcfy.net/

1. Reading aloud to the recording

设计意图 让学生通过听录音、跟读等方式，纠正他们的发音，培养学生标准的发音和良好的语感。并感知文章的脉络。

Now please listen to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. And then read aloud to the recording .I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

设计意图 在略读部分让学生验证自己的预测答案正确与否，同时找出主题，快速把握文章大意。

Now please skim the text to get the key words and general idea of each paragraph. You can refer to Exercise 2.

Paragraph 1

Brief introduction to the Amber Room : design, color, shape, material



Paragraph 2

A gift to Peter the Great: a part of winter palace in St. Petersburg, a reception hall for important visitor



Paragraph 3

The changes of the Amber Room: moved into Summer Palace, more added to its design



 Paragraph 4

The missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on



Paragraph 5

A new Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg



Scanning

设计意图 跳读目的在于训练学生快速获取所需信息的能力。

Read the passage and find some information to judge the following statements are true or false:

1）The king of Prussia gave the Amber Room to Russia because he was kind.( )

2）The Amber Room was stolen by Russian soldiers. ( )

3）Where the Amber Room is now is still a mysterious. ( )

4）The Amber Room was made by Russian people. ( )

5）The Amber Room was a place where the king lived. ( )

Careful reading and analyzing the characteristics of the text.

设计意图 帮助学生识别文章的文体特征，引导学生重点关注人物时间事件，借此培养策略意识。通过绘制思维导图，清晰把握文章脉络。

1）Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

This passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.



2）Read the text again to complete the table, which lists all the numbers in the text.

NUMBR

MEANING



1716

Frederic William gave the Amber Room to Peter the Great as a gift.



1770

Catherine Ⅱ had completed the adding to the Amber Room in this year.



1941

The Amber Room was stolen by the Nazi German army in this year.



2003

In this year the rebuilding of the Amber Room was completed.



7000Tons

The total weight of the ambers that was used to make the room.



55

The number of soldiers given to the king of Russia in return.



600

The number of the candles lighting t/he Amber Room.



2

The two countries: German and Russia.



2

The Amber Room was removed to a German city in two days.



100,00 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 tory research, or should we make money out of them by developing tourism industry to make the best of them?”, which should include your opinion and reasons.

VI Assessing students performances

评价方式：自评，师评，他评。课后，各组组长把小组成员的成绩填写在评价表上。学期做阶段性评价，并把结果计入学生成长记录袋中。

VII Reflecting after teaching

设计说明 本节课的内容是新课标人教版BOOK2 UNIT1的阅读部分，是一篇记叙文，记述了八大奇迹中的琥珀屋的历史，对学生来说比较陌生。因此通过导入、预测、略读、跳读、细读等阅读技巧，及由易到难、由浅入深、层层递进、环环相扣的手法，并借助于多媒体，让学生通过听、说、读、写多种技能相配合，力争让学生完成对文章的理解。但由于学生的学情所限，根据学生的课堂反应，本节内容可用1.5~2课时，以期达到最好的效果。

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