高中英语 Unit 1 Cultural relics Reading In search of the Amber Room教学设计 新人教版必修2.doc

Unit 1 Cultural Relics教材内容分析 人教版英语2必修模块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。而补充的阅读材料Historic Island Looks for Global Recognition 在话题上特地选取他们熟悉的同样是文化遗产的鼓浪屿，激发他们的阅读兴趣和热爱家乡的情怀，以及培养文化遗产保护的意识。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。教学目标（1）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。（2）在思维导图的帮助下能复述琥珀屋的历史。（3）能为课堂的补充阅读材料绘制思维导图。（4）了解文化遗产的相关知识，并培养保护文化遗产的意识。教学过程Step I Lead-in (4 mins)1. Get Ss to talk about Gulangyu Island, which Ss are so familiar with, to introduce the term “cultural relics”.意图说明展示图片，用学生熟悉的鼓浪屿作为引入, 让学生感觉即将学习的内容并不陌生，从而对cultural relics有一个直观感性的认识，为接下来下定义奠定基础。T: Speaking of cultural relics, what will come into your mind?S1: Something old.S2: Something valuable.S3: Something displayed in the museum.2. Ask Ss to define what a cultural relic is.3. Sum up the definition of a cultural relic.Step II Pre-reading (2 mins)1.Show Ss a picture of an amber necklace to introduce something about amber.T: Today we are going to have a close look at a magnificent room made of amber.2.Ask Ss to predict what may be talked about in the passage by just looking at the title.T: (Write down the title on the blackboard) What does the title tell us about?Ss: The Amber Room has been lost.T: What may the passage talk about?意图说明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。Step III Reading (15 mins)1. Skimming1) Get Ss to skim the passage to check out whether their prediction is right or wrong.2) Ask Ss to sum up the main idea of the passage.2. Scanning1). Get Ss to describe what the Amber Room looks like.2) Get Ss to find out all the characters in the passages.意图说明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。而跳读目的在于训练学生快速获取所需信息的能力。3. Careful readingT: While reading you must have noticed this is a narrative about the history of the Amber Room in the order of time, so we must pay special attention to who and what.( T writes down all the characters on the blackboard to begin mind-mapping)T: Now read the passage carefully to find out the relationship between these characters and the Amber Room.(Ss are required to cooperatively complete the task in groups of four. Each student takes charge of one or two characters)T: O.K. Lets draw a mind map together.(Ss give their answers and T writes them down on the blackboard.)意图说明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Peter the GreatRussians & Germansmoved; added more details tostole; putinside woodenboxes; on a traina troop of best soldiersin returnthe Amber RoomFrederick IFrederick William Ibuiltgavetoacceptedreception hallrebuilt，old photosCatherine IIthe NazisStep IV Presentation (5 mins)Get Ss to play the role of a tourist guide in turn in groups of four to introduce the history of the Amber Room.T: Suppose you are a tourist guide, who is to introduce the history of the Amber Room to the visitors. 意图说明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。Step V Practice of mind-mapping (supplementary reading) (8 mins)Give Ss a passage about Gulangyu Island to practise how to draw a mind mapT: We have just learned how to grasp the main idea quickly and how to read the passage as a whole. Now lets try out these reading techniques on another passage, which is about a cultural relic around us - Gulangyu Island.T: First what do you think the passage will cover with such a title?S1: The importance of the island in history.S2: What has been done to get global recognition.S3: Problems it may come across and solutions.T: OK. Read the passage to check whether your prediction is right or wrong.(Give Ss about 5 minutes to read it quickly.)T: Which sentence do you think can best sum up the main idea?Ss: Gulangyu hopes to become Chinas candidate for World Heritage Site in 2016, as local government looks for ways to protect its environment and culture. T: Well done. Usually the writer tends to present the main idea at the beginning of the passage. For each of the rest paragraph can you use one word to sum up?S1: Para 2: AdvantagesS2: Para 3: ProblemsS3: Para 4: Measures意图说明通过相关话题阅读材料的补充，给学生当堂实践阅读技巧的机会。寻找主题句和归纳段落大意是为绘制思维导图打下基础。 Step VI Presentation (12 mins)Ask Ss to create a mind map of the passage in groups of four.T: Terrific! Now create your mind map of the passage in groups of four.Ask one or two groups to present their works.意图说明学生在理解的基础上绘制思维导图，反过来绘制思维导图的过程又使他们加深对文章的理解。Step VII Homework1. Write a 120-word passage on the topic “Should we leave such cultural relics as they are, since they are so important for history 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.意图说明写作作业是课堂内容的延伸，给学生一