Using LanguageⅠ教学设计模板

人教版高一英语必修2 unit1 阅读课教学设计

Reading ： In search of the Amber Room

一、教学目标

（1）知识目标：让学生了解琥珀屋的相关历史，并熟悉本课的重点词组和句型。

（2）能力目标：提高学生的阅读能力，形成快速获取信息和处理信息的能力。

（3）情感态度目标：通过自主学习和合作学习，培养学生热爱文化遗产﹑保护文化遗产，尊重人民智慧的意识。

二、教学设计

要求学生收集有关琥珀屋以及世界著名文化遗产的信息资料，并预习课文 In search of the Amber Room。完成课后练习一和练习二，以便更好地解读课文。课堂上采用设置任务和小组讨论的形式组织教学，将学生的自主学习调动起来并把这样的活动作为课堂的主体，引导学生完成学习任务。

三、教学过程

Step I Lead-in 使用多媒体展示四张世界著名文化遗产图片： the Great Pyramid in Egypt ，the Great Wall in China，the Forbidden City in China and Stonehenge in England，请同学们猜出汉语名称。

StepⅡ Skimming Reading 1、Skim the reading passage and then answer the following question：Why is it called the Amber Room? 2、Check Exercise One and Exercise Two on Page2 of the Students’ Book . 通过课后练习一，对本文出现的人物及相关历史事件的配对练习，以及课后练习二，对段落和各段落大意的配对练习，检查学生对全文内容的理解情况，培养学生学会快速捕捉文章表层信息的能力，从而进一步理解文章的中心内容,为下一道判断正误题打好基础。

3、Tell the following statements true(T) or false(F). (

) 1. The Amber Room was made for a short time. (

)2. Catherine II didn’t like everything about the Amber Room when she first saw it. (

) 3. The Amber Room was taken to Konigsberg and hidden there in 1941. (

) 4. The Russians didn’t care about the Amber

Room.

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(

) 5. The Russians have known what happened to the Amber Room and have made a new one.

Step Ⅲ Careful Reading

Listen to the tape, and get the students go through the whole text paragraph by paragraph. 听完Paragraph One后，要求学生完成表格

the material of the Amber Room the design of the Amber Room the decoration of the Amber Room

听完Paragraph Two后，请Group One学生回答下列问题：

Q1、Was the Amber Room made to be a gift? Q2、Why did the King of Prussia give the Amber Room to the Czar of Russia? 这两个问题要求学生与同伴讨论（Group Discussion），然后请他们踊跃回答。使学生在小组合作和交流中开拓思维和创新能力。

Q1、Who had the Amber Room moved outside St. Petersburg? Q2、What did she do with the Amber Room? Paragraph Four.

Q1、When did it get lost? Q2、Were the Russians able to remove the Amber Room?

What happened to the Amber Room? Paragraph Five. Q1、Who rebuilt the Amber Room? Q2、How was a new Amber Room built? 以上问题的设置立足于课文内容，但又不局限于课文，引导学生学习新知识时能配合其中的趣味性和导向性，培养学生的问题意识，激发其探究动机，使其产生明确而强烈的学习期待心理，从而促使学生学习的热情有增无减。同时教师指导学生在阅读文章时注意欣赏文章中的优美语句，在日后的写作中可以借用。

Step Ⅳ Post-reading Get the students to summarize the reading passage by filling in blanks. Frederick Ⅰ had the Amber Room made for his palace. But the next king, Frederick William Ⅰ, _________ the amber room __________, gave it to the Czar as a gift.___________, the Czar ____ him ________ of his best soldiers. Later, Catherine Ⅱ had it ______ outside St

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Petersburg. She asked her artists to ____ more details ___it. Then, the Amber room was __________one of the wonders of the world. In September 1941, a time when Germany and Russia were _______.The Nazi army _____ the Amber Room. After that, what happened to the Amber Room remains _________. Recently, the Russians and Germans ________________Amber Room after __________ old photos of the ________ Amber Room.

StepⅤ 欣赏文物图片

学生在一系列的读写练习之后，教师用多媒体播放福建省博物馆的一些“国家级文物”的图片。多媒体展示的秦朝的兵马俑、商代的四平方尊、隋朝的“镶金边白玉杯”等让学生赞叹不已。笔者从学生好奇又兴奋的神情中读懂了他们热爱这些文物，参与保护文物的热情。

Step Ⅵ 课后作业布置

Find out important expressions and drills. Meanwhile, underline the Attributive clause in the reading passage.

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