英语必修二Unit1Cultural Relics--In Search of the Amber Room (阅读课)

Cultural Relics--In Search of the Amber Room （阅读课）

教学内容：人教版高中英语必修2 Unit 1

课题名称： Cultural Relics--In Search of the Amber Room （阅读课）

一、教学指导思想

充分调动学生的积极性，使学生自主学习，让学生成为问题的"发现者"，然后学生与学生进行合作性的探究，让老师成为问题的"点拨者"。当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要"少动"，学生要"多动"，多给学生自由发展的平台。二、学生分析

1、教学对象为高中一年级学生，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。通过任务型课堂活动和学习，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，成为课堂的主体，同时也加强了与他人交流合作的能力。

2、学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

三、教材分析

本单元以Cultural Relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源、发展和保护等方面的情况，复习并掌握定语从句，能在英语口语交际过程中判断别人给出的依据，并给出自己的观点，能回信并就如何保护和处理世界文化遗产给出自己的观点。

这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的 Warming-up 部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了 4 到 5 分钟的时间），让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。

四、教学目标

本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读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。我根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。

1、语言技能目标：

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、能力目标：

能根据给出的描述的琥珀屋短语，思考，讨论，到后来的快速回答问题这么一个

过程，既锻炼学生的思维能力，英语口头表达能力又可帮助学生提高查找相关信息的能力。

3、情感目标：

让学生了解世界文化遗产，学会描述它们的起源、发展和保护等方面的情况。4、文化目标：

让学生从文化遗产的历史中，体验人类文明发展的过程，提高学生保护文化遗产的意识。

5、教学重点和难点。

教学重点：

1、让学生学会描述琥珀屋和提高保护文化遗产的意识。

2、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。教学难点：

1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读技能形成阅读策略。

2. 如何帮助学生运用阅读策略，促进学生自主学习。

3. 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。

教学内容分为以下几个方面：

1 、看图片引入文化遗产这一话题。

2 、展示一些琥珀屋图片给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。

3 、学生阅读课文后完成相关的练习并复述文章的大意，加深对文章的理解，培养阅读技能。

4、小组讨论，培养学生自主学习和合作互助的精神。

5、学生总结自己通过本课学习学到了什么。（达到教学目标 -- 形成保护文物意识和阅读习惯的培养）。

6、作业的布置和非测试性评价，了解学生的学习情感、策略。

五、教学策略

环环相扣，设计紧凑。先利用图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。

六、教学方法分析

在教学过程中，教师的基本任务是"导"，即起组织和引导的作用。所以我注意和研究如何启发诱导学生积极主动地参与教学活动，在教学中指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。

七、教学过程

Step 1 Warming-up and lead-in

Show the students some pictures and ask them what they are.

1、The Temple of Heaven

2、The Great Wall

3、The Big Ben

4、The Pyramids in Egypt

然后问问题：

What do you think of them? Can you use one or two sentences to describe them?

(They represent the culture of their countries, so they are called cultural relics)

设计说明：用 powerpoint 分别展示有关文物的精美图片，目的是激发兴趣与导入本文主题，让学生对本单元学习的中心话题有一个比较全面的了解，激发他们的学习兴趣。

Step 2 Pre-reading

Have you ever seen a piece of amber? What do you know about it? Suppose one of them got lost, how would you feel and what will you do with it? S: …………(find，rebuild，protect）

This period I will take you to know more information about the amber room.Look at the title--- In Search of the Amber Room. Please predict what the text is mainly about.

设计说明：通过激活有关的背景知识，使学生具备摄入新信息的心理定势。观察图片把教学内容视觉化，有助于学生对琥珀的感性认识，同时可以引导学生通过标题对课文内容进行预测，刺激学习动机，为后面的学习做好准备。

Step 3 Reading

Task 1 Fast-reading

The following five questions summarize the main idea of the five paragraphs in the passage. Put the paragraph numbers in the box. Then answer the questions.

（3）How did the Amber Room become one of the wonders of the world? （5）How was a new Amber Room built?

（4）How did the Amber Room get lost?

（1）How was the Amber Room made?

( 2 )Why did the King of Prussia give the AmberRoom to the Czar of Russia as a gift?

设计说明：通过快速限时阅读，使学生能够把握文章的主旨大意和脉络。学生对课文的大意实际上就有了一定的了解。把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便学困生也能完成此任务。成功给人以最大的满足，可以让学生产生自豪感，增强学习毅力。

Task 2 Careful-reading

Read the text again and fill in the blanks to get more detailed information. Time

Events

In 1716

1.The Amber Room was given to the ____ people as a ________of friendship by Frederick William I.

Later

2.Catherine II had the Amber Room ______ to the palace outside St Petersburg and told her artists to _______more details to __________

In 1770

3.The Amber Room was __________according to Catherine II' opinion .

In September, 1941

4.The Amber Room disappear when the Nazi Germany and Russia were __________.

In the spring of 2003

5.A new Amber Room ,built by the ________and ________following __________,was ready for the people of St Petersburg to celebrate the 300th birthday of their city.

设计说明: 通过填表让学生学会根据时间、人物等关键词快速确定主要信息，捕捉具体的信息细节，加深对课文的理解。通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。

Task 3 Retelling

根据课文内容填写空格（Learn how to talk about cultural relics ）

The Amber Room was a _____ given by the King of Prussia .Because it is made of amber ,it easily melts when _______.The ______of the room was of the ________style.

When the room was given to the Czar, it was used as ________hall. In the Amber Room almost six hundred candles _____the room . Its _____ and pictures shone like gold .Sadly, the AmberRoom which was one of the great________ of the world is missing now .

Before the Nazis could get to the summer palace in 1941,the Russians were only able to _____ the _______and small art objects from the Amber Room .In 2003, the Russians and Germans have built a new AmberRoom .

设计说明: 学生此时已非常熟悉文章内容及结构，进入用英语进行交际的环节，检测学生归纳总结和口语表达能力。采用填空格的形式既降低了难度又提高了学生归纳能力。这一环节让学生锻炼了说的能力，同时为最后写作部分顺利完成起到了不可忽视的作用。

Step 4 Group discussion

As a student , how can we protect the cultural relics ?

Suggested phrases :

the country's wealth

have the responsibility of protecting

pr otect…from…

donate….to…..

represent a nation's culture and history

take measures

cherish…

设计说明: 这一活动适时地给学生充分的时间和空间进行讨论，可以趁热打铁，在学生感觉有话可说的时候激活思维；通过小组讨论培养学生自主学习和合作互助的精神，充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真正有一种学习主人的滋味，有一种成功的渴望和感受。

Step 5 Consolidation（总结）

What can you learn from the text?

设计说明:谈谈自己从中的收获，学生都能说出要保护文物，提高保护文化遗产的意识。

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，寻找有关线索了解有关琥珀屋的故事。

Step 6 Homework

1.Write a composition about what we've discussed in this period.

-- As a student , how can we protect the cultural relics ?（Make use of the suggested answers.）

2.Find out the sentences you cannot understand in the passage.

设计目的：这是本节课的任务后阶段。该环节是本课所有教学环节的延续，通过写的练习，使学生逐步学会使用文段中的语言素材，活用固定的表达方法。整节课输入的过程帮助学生构建了写作信息框架，从而达到自然有效输出。

3.小组课堂评价表（课后完成）

非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。

姓名

小组合作工作量

组内活动创意

查找资料量

班级活动参与情况

提出问题个数

参与活动进步情况

八、板书设计（Blackboard Design ）

Unit 1 Cultural relics--In search of the amber room

The first period

1、What do you think of them?

A、The Temple of Heaven

B、The Great Wall

C、The Big Ben

D、The Pyramids in Egypt

2、As a student , how can we protect the cultural relics ?

Suggested phrases :

the country's wealth

have the responsibility of protecting

protect…from…

donate….to…..

represent a nation's culture and history

take measures

九、课后反思

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，（这是表层理解），最后总结全文，通过字面理解使学生达成共识 ---- 保护文物，升华到深层理解。引入部分达到预期效果，没

有用书本上的例子，而自己准备了图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。

由于学生的语言基础不是很扎实，在表达自己的看法和用英语进行讨论时，有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

(完整word版)人教版高一英语必修二英语课文原文(2)

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 . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

人教版高中英语必修二全册教案

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