Using LanguageⅠ公开课教案（教学设计）

课题

Unit1

In Search of the Amber Room 课时

1 教师

陈瑞霞

The topic of this unit is about the history ofthe Amber Room, including 教材

how it was made,lost and rebuilt and what it went through. 分析

The purpose of this reading is to introducethe history of the Amber 教学

分析

学生

The students may not learn about the history of the Amber Room and 分析

can’t realize the importance of protecting cultural relics. Room and arouse the students’ awareness of protecting cultural relics .

知识

To encourage students to describe what the Amber Room look like and 目标

tell its history. 教学

能力

1 .To help the students get a good understanding of the history of the 目标

目标

Amber Room by predicting, skimming and scanning . 情感

目标

To arouse the students’ awareness of cultural relics protection.

教学

1. To describe what the Amber Room look like and tell its history. 重点

2. To get a good understanding of the history of the Amber Room by 难点

predicting, skimming and scanning .

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Leading in 部分，利用课件展示一些琥珀的图片，讨论什么是琥珀以及它有什么用途,了解琥珀及琥珀制品，为下文作铺垫,让学生了解琥珀的价值,懂得琥珀屋的珍贵和稀有，使学生对课文产生浓厚的兴趣。

Prediction部分培养学生预测文章内容的能力和关注文章标题的意识. 这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。

Fast reading部分不仅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。培养学生快速获取文章大意的能力。有助于学生更快更好的理解文章。但让学生自己归纳段落大意，对于我们这里的学生难度太大，因此我把段落大意归纳出来，只是让学生连线，这就大大降低了难度。

Careful reading部分，逐段给出阅读任务，这样就很大程度上降低了阅读的难度，使程度较差的学生也能完成阅读任务；各段采取不同的方法或听或齐读或默读或自由读，学生也有新鲜感。通过精读让学生进一步了教学

解课文内容，掌握课文细节，理清文章脉络，让学生通过查找信息，对琥让学生分别从人物，时间，设想

珀屋有更深入的理解。通过不同的问题的设置，地点，作用不同的方面对琥珀屋的历史有更深入的理解。同时，能让学生策略

有明确的思路。

Retelling 部分，旨在检查学生在理解文章基础上是否能够活用知识点。复述课文不仅考察学生语言的输出，也考察学生对知识的运用和掌握。所设定的空涉及到不同的语法项目，也是高考的考点。

Practicing部分让学生扮演导游复述琥珀屋的历史，不仅是在真实语境下的语言输出，同时又让学生感受到了思维导图对记忆的巨大帮助，为今后的学习提供了一种高效的学习方法。

Discussion部分，通过让学生观看视频，激发他们热爱文化遗产的情怀，提高文化遗产保护的意识，同时也是教学的升华。小组讨论有助于让每个学生都参与课堂活动。

Homework部分，是为了巩固知识，自主学习，扩展学生阅读与知识面，增进他们的阅读兴趣。并让学生在阅读的基础上发展学生的想象力，提高学生的语言输出能力。

教师

Prepare PPT 教学

准备

学生

Preview the passage

2

教

学

过

程

Step1. leading in

Show some cultural relics to the students to arouse their interest.

Show some pictures of amber and ask: Have you seen amber? What do you think of it? Then introduce some knowledge about amber. Amber is the fossil(化石)form of resin(树脂) from trees. It takes millions of years to form. Amber is a hard yellowish brown clear substance，which can be used for jewels and decorative objects. .In the 19th century, the amber’s price was 13 times as much as the gold(in the same weight). Step2.Prediction Ask the students to look at the title and the pictures and predict what the passage is about . Step3. Skimming 1.Ask the students to skim the passage to check whether their predictions are correct. 2.Then match each paragraph with their main idea. Paragraph 1:

Rebuilding of the Amber Room Paragraph 2-3

Creation of the Amber Room.

Paragraph 4:

History of the Amber Room Paragraph 5

Disappearance of the Amber Room Step4. Scanning 1.Ask the students to read

the

first paragraph and fill in the following form

What does the Amber Room look like?

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Birthplace

Colour

Material

Prussia

yellow-brown

several tons of amber;

Design

Time to

complete it

in the fancy style popular in those days

To take the best artists ten years

.Then ask the students to describe the amber room according to the form. 2.Ask the students to read the second ,third and fourth paragraphs and find out the following questions. Ⅰ.Who are characters in the passage?

Ⅱ. What did they do to the Amber Room?

had the amber room........and passedit down to........

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sent it to …….as a……

In return, he sent him….…

Ⅲ. What happened to the amber room in the years below? 1709

Frederick I first had the Amber room built. 1716

Frederick WilliamⅠ

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

Catherine Ⅱhad completed the adding to the Amber room. 1941

The Nazi German army stole the Amber Room. 2003

The rebuilding of the Amber Room was

completed

Ⅳ.Where was the Amber Room built and moved?

Prussia

make it …….as a….for important visitors in St Petersburg

moved it ……St. Petersburg and …… more detailsⅠto it.

in St Petersburg Places Russia OutsideSt Petersburg Germany Konigsberg

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3.Ask the students to read the last paragraph aloud and fill in the form Para.5 Rebuilding of the Amber Room.

Step6

Retelling

IN SEARCH OF THE AMBER ROOM

The Amber Room , made of several tons of amber and _________ (decorate) with gold and

jewels, has an amazing history.

It took the best artists ten_______(year) to finish it. It was designed _______ the palace of FrederickⅠ. In 1716, it was given to Peter the Great and became part of his winter palace, where it served as a ____________ (receive)

hall. _______(Late), Catherine Ⅱ

added more details to it, _______ (make) it more beautiful. However，in 1941, ______Russia and Germany were at war, it was _______(steal) by

Nazis. There is no doubt _________they were sent to Germany but now it is missing. Recently, the Russians and the Germans _______(build)a new one. Step7

Practicing Ask the students to act as a guide and introduce the Amber Room to the tourists. Ladies and gentlemen, welcome to the Amber Room. I’m glad to introduce the Amber Room to you....... Step8 Discussion Show a video: The Great Wall is crying for the students to watch. Then ask them to have a discussion: what should people do to protect the cultural why

How

When

Who

the Russians and Germans

by studying old photos of the former one

In 2003

celebrate the 300th birthday of

their city

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relics ? Step9. Homework Prepare for a debate:

Is it worth rebuilding/repairing the damaged cultural relics？

课后反思

教学成功之处： 1为本节课自制的教学课件，节约了课堂时间，增大了课堂容量，课堂显得紧凑有序。课件中采用的一些生动形象的图片和视频，活跃了课堂气氛，调动了学生参与阅读的积极性，使学生读后分别从人物，时间，地点，作用不同的方面对琥珀屋的历史有更深入的理解

2.新理念下的阅读教学模式，注重引导式教学。从学生实际水平出发，把课设计得简单适合学生，因此课堂气氛活跃，学生积极参与课堂。教学环节环环相扣，浑然一体整个教学过程的设计符合学生的认知规律，由易到难的活动设计引导学生进行探究式学习。在老师指导下学生逐渐参与阅读的各个活动，体现了学生学习的主体地位和教师的主导作用，通过师生互动、生生合作、分组讨论等形式在整堂课中贯穿着对学生各种阅读能力的培养。

教学不足之处：

由于学生的个体差异，所设计的每一项活动并不能确保全体学生都热情参与，英语水平低的学生还是未能深刻理解文章。由于一些学生基础差，发音不准，不敢积极回答问题。在以后的教学中，我会将回答简单问题的机会更多地留给中下层学生，以期逐渐调动他们的学习积极性.

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