Using LanguageⅠppt配套教案板书设计

Module2 Unit1 Cultural Relics Reading：In Search Of The Ember Room 一、教材内容分析

人教版《英语2 Uni1 Cultural Relics》的阅读部分介绍了琥珀屋的有关历史，包括：琥珀屋的来历和构造过程；为什么普鲁士国王把它赠给了沙皇；它是如何成为奇世珍宝的；在二战中的神秘失踪以及新琥珀屋的重建。因为涉及多个人物时间及事件，所以在学生阅读后，教师通过绘制思维导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。文章脉络清晰，难度不大，这大大增强学生自己绘制思维导图的信心。另外使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况，并就如何保护和处理世界文化遗产给出自己的观点。

二、学情分析

针对中国学生学习外语存在一定困难的实际情况，首先向学生展示晶莹剔透、金碧辉煌的琥珀屋的图片从而激发学生对课文阅读的兴趣，接着通过预测，构建文章脉络使学生对琥珀屋的历史有更深入的了解。通过重述课文对学生所学知识进行训练，从而达到巩固知识的目的。教学对象为高一年级学生，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。通过任务课堂活动和学习，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，称为课堂的主体，同事也加强与他人交流合作的能力。

三、教学目标

1. 掌握并熟练运用课文中的黑体字词汇：culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart等。

2. 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。

3. 了解文化遗产的相关知识，并培养保护文化遗产的意识。

四、教学重难点：

重点：1. 在了解课文内容的基础上，重视阅读方法和技巧的点播，培养学生的阅读习惯。2.让学生学会描述琥珀屋和提高保护文化遗产的意识。

难点：如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读技能

五、教学过程

StepⅠ Warming up 1. T: Now Boys and Girls, let’s begin our class. Today we are going to talk about cultural relics. Are you ready? OK, let’s go.

T: First, let’s enjoy some pictures of cultural relics.

Taj Mahal is India’s most famous building.

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Tower of London is one of landmarks of London.

Egypt is famous for the Pyramids, which were built about 4,000 years ago.

The Great Wall of China also has a long history.

Hongcun Town in Anhui.

The Forbidden City in Beijin.

Fujian Tulou.

Potala Palace in Tibet.

The Summer Palace.

Dujiangyan Irrigation System in Sichuan Province.

Mogao Caves in Gansu Province.

They are handicrafts(手工艺品). They are works of Su Embroidery(刺绣), a famous kind of embroidery.

Chinese Shadow Play, very popular and interesting.

Chinese paper cutting.

OK, listen to the music, and see if you know it. OK, what kind of music is it? Then enjoy another one. What music is it? 蒙古长调and 昆曲

are both Chinese folk arts. They are World Intangible Cultural Heritages.

T: Where is it? Yes, Meizhou Island. These pictures are about the Mazu Belief and Customs妈祖信俗, which was listed as a World Intangible Cultural Heritage in 2009. 妈祖信俗是中国第一个信俗类的世界遗产，也是莆田第一个世界遗产，It’s a business card for Putian to the world. 2. T: So many cultural relics, yes? 这么多那么美好的文化遗产，我们没有理由不爱护它们，更何况它们是全人类的，那可以不可以说，这些东西，在座的每个人都有一份，想想都好开心啊。那如果有人把人类共同的财产占为己有，包括你的那一份，你会怎么样？

OK now, after you have enjoyed so many pictures of cultural relics, think it over, what characteristics do you think cultural relics have? In other words, what do they have in common? List some adjectives to describe them, OK?

Well done. Now, let’s me make a conclusion. First of all, cultural relics should be old enough. They should have a long history, and they are rich in stories. What’s more, they should be valuable in some ways. Besides, they may be rare and precious. They may be beautiful, and some of them remain to be mysterious. As for me, cultural relics should be educational or instructive, we can learn a lot from them. Am I right?

OK, let’s continue. This is the definition of cultural relics. Let’s read together. StepⅡ Pre-reading

T: OK, look at the pictures, are these cultural relics? Great! They aren’t cultural relics because these crafts may be rare, precious and beautiful, but they aren’t old enough, they don’t have a long history, yes?

T: OK, what are they made of? Yes, they are made of ambers! What can you find in the amber？Yes, there is an insect in it. Interesting, yes?

Now, learn more information about ambers. The color of ambers is yellow-brown like honey. They feel as hard as stone. They need so long a time to form, so they are rare

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and precious, especially those with inclusions.

OK, can you imagine what a room made of ambers looks like? Look at these pictures. What do you wanna say? Wow! Amazing! Wonderful! Precious! Unbelievable…

Actually, there is really an amber room in the world. To learn more information about the amber room, let’s come to the reading passage, In Search of the Amber Room. StepⅢ

Reading 1. Prediction

T: First, look at the title and the picture in the reading passage. What information do you get?

The amber room means the room is made of ambers and it must be beautiful and expensive. And in search of means the Amber Room was missing. Yes, great!

Except these, what else do you want to know？你们还想知道什么？难道你们不想知道琥珀屋是怎么样的吗？那你们还想知道什么？还有呢？还有呢？Good job! OK, let me make a conclusion. 按照内容出现的先后顺序来，I think most of you would want to know what the Amber Room is, what happened to the Amber Room, how the Amber Room got lost and where it is now. Am I right?

Usually, what you want to know is what the passage is going to talk about. 你想要知道的往往就是文章要写得。So, we can predict the passage may be about these things. Now, let’s read and check if we are right, OK? 2. Reading

①T: Read each paragraph and find the key words. Now, read the first passage quickly and underline the words that you think are the key words. OK, begin.

Now, Let me check you answers… OK, let me make a conclusion…Among these keys words, I think the most important one is the Amber Room. Yes?... So the main idea for Paragraph1 is the Amber Room and its …Yes, great, and its design.

②T: Now the rest four paragraphs. Read and underline. Four minutes, OK? OK, go!

Now, I’ll check your answers…

Now, look at the screen. The key words for Paragraph2… Which one do you think is the most important? ... So the main idea for Paragraph2 is the Amber Room was given to Peter the Great as a gift.

③T: Now, return to the reading passage, Paragraph3, the key words… OK, look at the screen. Which one is the most important thing that happened to the Amber Room?... So, we can get the main idea for Paragraph 3: The Amber Room was added more details.

④T: Now, Paragraph4 please. The key words that are related to what happened to the Amber Room…

Look at the screen…

So, the main idea for Paragraph4 is the missing of the Amber Room.

⑤T: OK, the last paragraph… Yes, in 2003, The Russians and the Germans built a new Amber Room. And the main idea for Paragraph5 is the rebuilding of the Amber

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Room.

T: Now, let’s check our prediction… OK, now, divide the passage into parts… Part1 is about the design of the Amber Room. Part3 is about the rebuilding of the Amber Room. Part2 is about the history of the Amber Room.

And Part2 is the main part of the passage, so we can conclude the main idea for the passage: It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.

T: Now, these pictures can clearly illustrate what happened to the Amber Room………

3. Retelling

T: 其实从题目就很容易看出这是一篇记叙文，叙述类体裁的阅读，信息的获取主要集中在事实上，尤其要弄清楚什么时间什么人做了什么。

It is easy to find the years and the related characters… and now we know in the 17th

century, the Amber Room was designed for FrederickⅠ. In 1716, Frederick WilliamⅠ

gave the Amber Room to Peter the Great as a gift. In 1770, CatherineⅡ

added more details to the Amber Room. In 1941, the Nazi Germans stole the Amber Room. What happened to the Amber Room remains a mystery. In 2003, The Russians and the Germans bult a new amber room.

OK, now, it is time to retell the story. These key words can help us retell the story. 为了让复述的内容更完整更有逻辑性，我们可能需要加上一些关联上下文的词。

OK, retell the story. 2 minutes, OK? Go!

Now, let me check you answers StepⅣ phrases

Work in pairs to find the phrases in the reading passage.

Now, check the answers together.

StepⅤ Discussion

Now, let’s have a discussion. If you find a cultural relic, what will you do with it? And why?

I think all of you would give it to the government, yes? But why? Please give some reasons to support your choice.

Before discussion, please keep in mind: Cultural relics don’t belong to a single man. They belong to the whole world and the human beings.

Because time is limited, please finish the task after class, OK?

StepⅥ Homework •

List all the Attributive Sentences in the reading passage and translate them into Chinese. •

Retell the story.

T: All of you have done a good job! Thank you. Now, class is over. Goodbye!

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板书设计：

Module2 Unit1 Cultural Relics Reading：In Search Of The Ember Room

Frederick William Frederick I

I

the Amber Room

Peter the Great Russians and Germans

Catherine II the Nazis

教学反思：

本节课教学思路清晰，通过预测、找关键词，归纳每段中心，最后总结全文中心这一阅读过程，训练了学生获取文章信息把握文章结构和中心的阅读能力。这一节阅读课思路新颖不老套。

本节课在课堂中渗透文化遗产的保护教育，重视学生情感态度价值观的培养。

课堂信息量较大，有些环节因为时间关系在课前已经删去，转化为学生的课外练习。

因为教学内容较多，课堂节奏快，全班共同回答问题的占大部分，个别学生的发挥较少。

应该在课前给听课老师分发教学过程的材料。以便他们能预先了解课堂教学思路，并能更好地评课。

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