Using LanguageⅠ国家获奖教案

Model 2 Unit1 Cultural relics

教学设计

一、教学内容

Pre-reading, Reading and Comprehending (pp. 1-3) 二、教学目标

1．能力目标

1）By the end of class,students can retell the passage about the Amber room.and especially know how this cultural relics was made and got lost.

２）Skimming ,find the subject setences and summarize the main ideas of each paragraph . 3）Careful reading,try to get some specific information in the passage.understand the line of the story “in search of the amber room”.

4）learn to predict the passage by looking at the title and two pictures in the book. 2．知识目标

1）words and phrases words：amber, amazing, select, honey, design, fancy, style, decorate, jewel, artist, troop. reception, remove, wooden, doubt, former. （16个）

phrases：in search of, belong to, in return, at war, less than, in … style, be decorated with, be designed for, serve as, have something done, add … to. （11个）

（通过让学生复述和写出琥珀屋失踪的故事来学习运用这些词汇。）

2）difficult setences

1）

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) It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make. （定语从句：本单元的语法项目）

3) However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. （定语从句：本单元的语法项目）

4) There is no doubt that the boxes were then put on a train to Konigsberg, which was at that time a German city on the Baltic Sea. （定语从句：本单元的语法项目）

（通过

team work 和老师的帮助，翻译出本课时中的长难句并能分析出句子的结构。利用所学的的句型而造句。）

3.

情感目标

After learning the passage, students can know the history of the Amber Room,and be aware of the importance of cultural relics protection. 三、教学步骤

步骤一

读前

Pre-reading（6分钟）

1.Introduce the students to the material that was used by amber. if possible ,even can show them some real amber jewellery or other items. Ask students to discuss what the amber is and how the amber come into being. At last,the teacher show the video about the amber. 2. let students predict the content of the passage by reading the title and two pictures in the books. 设计意图

1. 通过给学生展示琥珀制成的饰品实物或图片让学生对琥珀的观察和认识更直观真实，从而激发学生学习本文的兴趣，为整篇文章的学习作好铺垫。老师最后播放琥珀形成的视频是为了让学生对琥珀有全面准确的认识。

2. 通过让学生对文章进行预测，可以激发学生阅读的兴趣，并积极主动的参与到文章的学习中。

步骤二

快速阅读

Fast reading（5分钟）

1. Before reading,tell students not to worry about names and dates.Instead ,they shoud imagine that they are reading a detective story and simply focus on what happened to the Amber Room. Ask “Why did the Amber Room get lost?” students skim the passage to answer the question. 2. After this,go through the passage quickiy.Do the comprehending exercise 2 in Page 2.get the main ideas of each paragraphs. 设计意图

1. 通过Skimming 培养学生快速提取文章关键信息的能力。

2. 直接让学生用完整的句子归纳段落大意有一定的难度，而

Comprehending 中的练习二设计很好，可以帮助学生相对快速了解文章结构和大意，从而使学生快速理清文章脉络。

步骤三

仔细阅读

Careful reading(8分钟)

1.Ask students to read the passage carefully,underline the people and the things they did by red pen. 2.finish the Comprehending exercise 1 in the Page 2. 设计意图

1. 通过让学生找出文中人物和他们的行为可以让学生清楚琥珀屋历史故事的来龙去脉。

2. 通过做

Comprehending 中的练习一，帮助学生加深对整个故事发生过程的了解。

步骤四

复述

Retelling（10分钟）

On the screen,show some key words that students found in the passage in Step 3,then prepare to retell the whole story about Amber Room.

设计意图：根据关键词复述可以降低故事复述的难度，使学生能够顺畅讲述整个故事。

步骤五

难句点评

Difficult sentences（6分钟）

Encourage students to ask the sentences they didn’t understand in class.learn to analyze the structures in their team work.If necessary ,teacher can explain it for them. And translate some setences into English. 1. 迈克绝不可能找到了他的轿车，因为他今天早上是坐公交来上班的。

2. 这个由礼物和彩灯装饰的圣诞树是汤姆制作的。

设计意图

通过让学生自己主动发现问题、解决问题，从而发挥学生学习的主动性。通过用所学句子结构和词组造句，巩固和强化所学内容。

步骤六

对话（11分钟）

Make a dialogue in a pair.One is a tourist, the other is a guide.A tourist ask some questions about the Amber Room,the guide give the explanations.these questions may can help them. 1. Why was the Amber Room given this name? 2. How was it designed? 3. How long did it take the artists to make it? 4. How did Peter the Great get the Amber Room?

5. What did CatherineⅡ

do with the Amber Room? 6. How was the Amber Room lost? 7. Who has built a new one and how? 8. How did you feel when you get to know the fact that the Amber Room was lost? 设计意图

进一步检测学生是否已经能够介绍琥珀屋的故事, 从而强化所学知识。

步骤七

作业

Homework

1.Finish writing a short passage about how the Amber Room got lost according to the retelling the story . 2.Read the passage,and try to remember the difficult setences。

设计意图：

通过让学生写关于琥珀屋失踪过程的短文，不仅能让学生复习所学词汇，巩固所学知识而且可以提高学生的写作能力。