(共16张PPT)
Book
2
Unit
1
Cultural
relics
COTENTS
1
Analysis
of
the
teaching
material
Teaching
methods
Teaching
aims
Teaching
procedures
3
2
5
Studying
methods
4
1
Part
1
(para.1)
Part
4
(para.5)
Part
2
(para
2-3)
The
rebuilding
Search
Analysis
of
the
teaching
material
Part
3
(para
4)
The
missing
The
basic
information
The
hisory
In
Search
of
the
Amber
Room
2
Teaching
aims
Language
ability
Thinking
quality
Learning
ability
Cultural
awareness
words
and
expressions
the
content
studying
strategies
outline
think
critically
proud
and
respectful
develop
the
sense
Key
Compentence
3
Teaching
methods
Task-based
Language
Teaching
Communicative
Approach
Situational
Teaching
Method
Activity-based
teaching
4
Studying
methods
Autonomous
learning;
Cooperative
learning
method；
Objective
learning
method;
5
Teaching
procedures
3
2
1
4
6
5
Warming
up
(3
min)
Pre-reading
(3
min)
Fast
reading
(4
min)
Careful
reading
(11
min)
Retelling
(3
min)&
Discussion
(15
min)
Homework(1
min)
I.
Warming
up
1.
Can
you
name
some
cultural
relics
in
and
out
of
China?
Ming
Dynasty
vase
ivory(象牙)
dragon
boat
II.
Pre-reading
1.
Do
you
know
amber?
amber
beautiful
rare/valuable
Can
you
imagine
a
room
made
of
amber?
the
Amber
Room
In
Search
of
Sherlock
Holmes
Germany
Amber
Room
Russia
III.
Fast
reading
It
tells
us
the
strange
history
of
the
,
a
cultural
relic
of
the
two
countries,
________,
and
.
1.
Listenand
find
out
the
main
idea
of
the
passage.
2.
Read
quickly,
and
find
out
the
characters
(人物).
Frederick
I
Frederick
William
I
Peter
the
great
Catherine
II
The
next
king
of
Prussia
The
king
of
Prussia
The
Czar
of
Russia
The
Queen
of
Russia
1.
What
is
the
Amber
Room?
How
does
it
look
like?
IV.
Careful
reading
color
design/style
material
(材料)
decoration
how
long
to
build
it
several
tons
of
amber
gold,
and
jewels
in
a
fancy
style
yellow
and
brown
ten
years
2.Search
for
the
Amber
Room:
The
history
Frederick
I
Frederick
William
I
Peter
the
great
gave
designed
1.
his
winter
Palace
2.
a
reception
hall
in
1716
in
return:
a
troop
of
soldiers
use
for
passed
down
1.
moved
2.
added
lit
shone
Catherine
II
in
1770
amazing
magnificent
valuable
a
wonder
the
Nazis
stole
in
1941
2
days,
100,000
pieces,
27
wooden
boxes
to
Konigsberg
rebuilding
who/how/when/why
mystrey
V.
1.
Retelling
Sherlock
Holmes
What
does
it
look
like?
The
history
The
rebuilding
V.
2.
Discussion
What
should
we
do
with
cultural
relics?
peace
protect
prevent
wars
natural
disasters,
time
human
beings'
behaviors
Write
a
passage
to
introduce
the
Amber
Room
for
those
who
want
to
search
for
it.
You
should
write
more
than
100
words.
You
can
share
your
opinions
in
your
passage.
VI.
Homework
Thank
you!Book
2
Unit
1:
Cultural
Relics
Reading:
In
Search
of
the
Amber
Room
Good
morning,
ladies
and
gentlemen.
It’s
my
great
honor
and
pleasure
to
be
here
sharing
my
lesson
with
you.
I
have
been
ready
to
begin
this
presentation
with
five
parts,
the
analysis
of
the
teaching
material,
the
teaching
aims,
the
teaching
methods,
the
studying
methods,
and
the
teaching
procedure.
Part
1
Teaching
Material
The
content
of
my
lesson
is
Book
2
Unit
1
Cultural
Relics.
The
Amber
Room
is
an
example
of
cultural
relics.
The
reading
passage
“In
Search
Of
the
Amber
Room”
mainly
talks
about
the
history
of
the
Amber
Room
in
time
order.
There
are
some
difficult
names
of
people
and
places,
but
they
don’t
influence
reading.
So
the
important
point
of
the
lesson
is
to
figure
out
the
history
of
the
Amber
Room.
And
the
difficult
point
is
to
retell
the
story
and
talk
about
what
to
do
with
cultural
relics.
The
key
word
of
the
passage
is
“search”.
So
I
used
a
famous
detective
Sherlock
Holmes
to
design
the
lesson
into
“the
search
for
treasure”.
Part
2
Teaching
Aims
Based
on
the
text,
the
teaching
aims
are
set
according
to
the
key
competences
of
English.
Language
ability:
Students
can
master
the
meanings
of
the
important
words
and
expressions,
and
understand
the
history
of
the
Amber
Room.
Learning
ability:
Students
will
improve
their
studying
ability,
especially
some
useful
strategies,
by
autonomous
learning
and
group
work.
Thinking
quality:
Students
will
be
able
to
outline
the
story
by
the
timeline,
and
can
think
creatively
and
come
up
with
some
measures
to
protect
cultural
relics.
Cultural
awareness:
Students
will
feel
proud
and
respectful
to
cultural
relics,
and
develop
a
sense
of
protecting
cultural
relics,
Part
3
Teaching
Methods
In
order
to
achieve
these
teaching
aims,
I
will
use
four
teaching
methods.
Task-based
Language
Teaching
Situational
Teaching
Method
Communicative
Approach
Activity-based
teaching
(individual
work;
group
work;
class
work)
At
the
same
time,
CAI
(computer-aided
instruction)
is
also
used
to
provide
a
real
situation
with
its
sound
and
pictures.
Part
4
Studying
Methods
Students
are
quick
in
mind
and
are
eager
to
show
what
they
know
and
they
have
a
certain
ability
to
read.
But
they
lack
the
courage
to
express
their
ideas
and
studying
methods.
Therefore,
I
will
teach
my
students
to
master
three
learning
strategies.
Autonomous
learning
method:
students
try
to
finish
the
reading
tasks
independently.
Cooperative
learning
method:
students
work
in
groups
to
discuss
the
questions
and
find
out
the
solutions.
Objective
learning
method:
students
will
learn
the
text
by
finishing
different
tasks.
Part
5
Teaching
Procedure
There
are
6
steps
in
total.
They
are
warming
up,
pre-reading,
fast
reading,
careful
reading,
post
reading
and
homework.
Step
1
Warming
up
(class
work;
3
min)
Ask
students
to
name
some
cultural
relics
and
show
them
two
examples
to
introduce
the
topic
of
the
unit.
Purpose:
it
can
catch
students’
attention
about
the
topic
and
develop
students’
interest.
Step
2
Pre-reading
(class
work;
3
min)
Introduce
the
title
of
the
text.
Let
students
look
at
the
pictures
of
the
amber
and
tell
them
the
task
by
the
picture
of
Sherlock
Holmes.
Purpose:
Students
will
know
about
the
amber
and
the
Amber
Room,
and
know
their
task
of
the
lesson.
Step
3
Fast
reading
(Individual
work;
4
min)
Students
listen
to
the
radio,
then
find
out
the
main
idea
and
the
four
famous
characters.
Purpose:
Students
will
use
skimming
and
scanning
skills
in
the
step.
Step
4
Careful
reading
(Individual
work
&
Class
work;
2
min)
Students
read
the
passage
paragraph
by
paragraph
to
find
out
the
history
of
the
Amber
Room.
Students
read
paragraph
1
and
find
out
the
basic
information
about
the
Amber
Room.
Students
read
paragraph
2-3
and
find
out
the
history
of
the
Amber
Room
according
to
the
four
characters.
Students
read
paragraph
4
and
find
out
the
details
about
the
missing
of
the
Amber
Room.
Students
read
paragraph
5
and
find
out
the
rebuilding
of
the
Amber
Room
by
answering
wh-
questions
including
who,
when,
why,
and
how.
Purpose:
This
task
enables
students
to
understand
the
history
of
the
Amber
Room.
By
drawing
the
mind
map
on
the
blackboard,
students
can
easily
know
the
detailed
information
of
the
passage.
Step
5
Post-reading
Task
1
Retelling
(class
work;
3
min)
I
will
guide
the
students
to
retell
the
story
according
to
the
mind
map
on
the
blackboard.
Purpose:
After
retelling,
students
will
have
a
clear
mind
about
the
text.
Task
2
Discussion
(group
work,
15
min
in
total,
5
min
for
discussion,
5
min
for
share
and
5
min
for
summary)
Students
discuss
“what
we
should
do
with
cultural
relics”
in
groups
and
then
share
their
opinions
with
the
whole
class.
Some
aspects
of
the
topic
are
given
to
help
them.
After
the
discussion,
I
will
comment
and
summarize
the
topic
with
three
words
“peace,
protect,
prevent”.
Purpose:
In
discussion,
they
will
learn
from
each
other,
and
have
a
better
understanding
of
the
importance
of
cultural
relics.
Besides,
they
can
improve
their
spoken
English
and
develop
the
sense
of
responsibility
of
protecting
the
cultural
relics.
Step
6
Homework
(1
min)
Students
write
a
passage
to
introduce
the
Amber
Room.
Purpose:
It
is
another
form
of
the
retelling.
It
will
check
whether
the
teaching
aims
has
been
achieved
.
This
is
my
design
of
the
lesson.
I
sincerely
hope
to
get
your
support
and
criticism.
Thank
you
for
your
listening.
2
