Book
2
Unit
1
Cultural
Relics
Reading：In
Search
of
the
Amber
Room
Hello,
everyone!
It’s
my
great
honor
to
share
my
class
with
you.
I
will
talk
about
my
lesson
from
four
parts
namely
the
analysis
of
teaching
material
and
students;
teaching
aims
and
methods;
teaching
procedures
and
blackboard
design.
Part
1:
Analysis
of
the?Teaching?Material
and
Students
My
topic
is
the
reading
passage
“In
Search
of
the
Amber
Room”,
which
is
taken
from
unit
1
book
2.
It
gives
students
a
basic
information
of
the
amber
room
and
it
promotes
students
to
develop
the
peace-loving
emotion,
which
plays
a
very
important
part
in
this
unit.
By
studying
the
lesson,
the
students
can
improve
their
reading
ability
and
learn
more
about
the
amber
room.
My
students
are
in
Grade
one.
They
have
already
mastered
some
language
skills,
such
as
skimming
and
scanning.
They
have
already
mastered
some
background
information
in
this
unit.
And
they
are
curious
about
the
history
of
the
amber
room
and
they
would
like
to
cooperate
with
their
teammates.
But
some
of
them
may
be
afraid
of
making
mistakes
and
talking
in
English
to
express
their
idea
because
of
their
lack
of
vocabulary.
Therefore,
as
their
teacher,
I
would
like
to
arrange
different
activities
to
involve
every
students
in
my
class
and
encourage
them
to
speak
more.
Part
2:
Analysis
of
the?Teaching?Aims
and
Methods
Based
on
the
requirements,
the
teaching
materials
and
students’
situation,
I
set
up
the
three
teaching
aims
which
reflect
the
core
competence
of
English.
Language
Ability:
to
obtain
some
knowledge,
words
and
expression
related
to
cultural
relics
and
understand
the
history
of
the
amber
room.
Learning
Ability:
to
join
in
the
discussion
actively,
communicate
and
cooperate
with
others
efficiently.
Thinking
Quality:
to
improve
the
students’
abilities
of
reading,
gathering,
analyzing
and
summing
up
information.
Cultural
Awareness:
to
know
the
importance
of
peace
and
the
value
of
cultural
relics.
Among
these
aims,
the
teaching
important
point
and
the
teaching
difficult
point
are
as
follows:
The
teaching
important
point:
to
improve
the
student’s
reading
ability
and
how
to
understand
the
passage
fully.
The
teaching
difficult
point:
to
know
the
importance
of
peace
and
the
value
of
cultural
relics.
Teaching
and
learning
methods:
Task-based
language
teaching;
Cooperative
learning
whole
language
teaching;
Affective
Motivation;
Pair
work
and
group
work.
Part
3:?Teaching?Procedures
Step1.
Lead-in
I
will
lead
in
the
lesson
by
a
piece
of
amber
and
several
pictures
of
amber.
Introduce
the
Amber
Room
with
a
short
video,
whose
purpose
is
to
arouse
students’
interest
and
get
them
to
understand
how
valuable
the
amber
room
is.
Step2.
Predicting
I’ll
get
the
students
to
read
the
title
and
think
about
why
the
author
would
use
“in
search
of”
in
the
title.
The
purpose
is
to
help
the
students
predict
the
main
idea
of
this
passage.
Step3.Reading
Task1.
Skimming
Ask
the
students
to
read
the
passage
quickly
and
match
the
main
idea
of
each
paragraph.
The
purpose
is
to
train
the
students
for
fast
reading
skills
to
improve
the
students’
reading
ability
and
let
the
students
understand
the
general
idea
of
the
text.
Task2.
Scanning
The
students
are
required
to
read
the
first
paragraph
and
find
out
some
basic
information
of
the
amber
room
so
that
they
could
get
to
know
how
valuable
it
is.
The
purpose
is
to
train
the
students
for
the
skills
of
scanning
and
to
lead
the
students
to
find
out
the
important
facts
and
detailed
information.
Task3.
Careful
Reading
Through
several
questions
about
the
owner
of
the
amber
room,
the
students
could
find
out
who
the
amber
room
belonged
to
at
each
period,
and
what
happened
to
it.
The
purpose
is
to
help
the
students
have
a
better
understanding
of
this
passage,
and
get
to
know
the
relationship
between
Germany
and
Russia.
Task4.
Group
work
Discuss
with
others
about
this
question:
What’s
the
influence
of
peace
on
the
cultural
relics?
The
purpose
is
to
get
them
to
know
how
important
it
is
for
the
cultural
relics
to
have
a
peaceful
environment.
After
the
discussion,
the
students
would
understand
that
we
should
love
peace
and
cherish
the
cultural
relics.
Step4.
Summary
Guide
the
students
to
retell
and
summarize
the
whole
passage
with
the
backboard
design.
Step5.
Homework
1.
Retell
the
history
of
the
amber
room
to
your
partner
after
class
Part
4:
Blackboard
Design(共19张PPT)
In
Search
of
the
Amber
Room
Zhang
Jiaxin
目录
1
2
3
4
说课标、教材、学情
说学习目标、教法
说教法、学法、过程
说板书设计、问题预测
一、《课标》解读
语言能力
文化意识
思维品质
学习能力
英语学科
核心素养
听
说
读
写
看
主要内容
话题：文化遗迹。文章介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实。
语篇结构
时间与人物
语篇特征
篇幅较长，生字词较多；文中从句较长，是阅读的难点
1
2
3
二、说教材：B2U1
Reading
三、说学情
已掌握一定的语言技能
有好奇心
态度情感价值观正在形成期
已了解本单元话题词汇和相关背景知识
喜欢讨论、合作
发表意见
高一16班
但在英文语句的连续组织中仍存在一定困难
四、说目标
学生通过阅读标题，观看图片和视频来预测文章大意，并略读文本，正确获取文章大意和每段内容。
（95%左右的学生能完成）
学生通过寻读、细读和研读能勾勒出关于琥珀屋的史实线索，能快速准确地分析国家之间的关系
（70%左右的学生能跟上节奏，准确分析）
学生通过阅读文章和讨论，在教师的引导下认识到和平的重要性，激发学生对文物的热爱。
（全部小组能完成较短的语段输出，2-3组语段输出较为流畅,1-2组较有新意）
重点
重点&难点
难点
Task-based
language
teaching
cooperative
learning
whole
language
teaching
affective
motivation
任务型语言教学法
合作学习教学法
情感激励教学法
以教材文本为载体、活动为导向，“看、读、写”综合技能的整合。
教师在活动前、中、后都有搭桥、帮助、评价
六、说学法
七、教学过程
1
2
学习目标
教学活动
Step
1
Lead-in
Step
2
Reading
Step
3
Presentation
Step
2
略读、细
读、研读
Step
1
实物、视频
设计意图：激趣。
以实物导入amber，让学生对其有最直观的了解，并通过视频The
Amber
Room引起学生兴趣，认识到琥珀屋的价值。
How?
Reading
In
Search
of
the
Amber
Room
Maybe
it
was
missing/lost.
(What
can
we
predict
from
the
title?)
通过标题，预测文章大意
A.The
Amber
Room
became
a
wonder
of
the
world.
B.
The
Amber
Room
got
lost.
C.
The
Amber
Room
was
rebuilt.
D.
The
Amber
Room
was
built.
E.
The
Amber
Room
was
given
to
the
Czar
as
a
gift.
Para.
1
Para.
2
Para.
3
Para.
4
Para.
5
Skim
and
Match
the
main
idea
of
each
paragraph.
Part
A
略读文本，正确获取文章大意和每段内容
ID
card
Name
:
The
Amber
Room
Birthplace
(出生地):
________________
Material
(材料):
________________
Color
:
________________
Style
:
________________
Decoration
:
________________
Builders
:
________________
Time
of
building
:
________________
History:
________________
?
Prussia
several
tons
of
amber
yellow
and
brown
fancy
style
gold
and
jewels
the
country’s
best
artists
about
10
years
an
amazing
history
寻读，获取琥珀屋相关信息
Relation(Prussia
&Russia)?
What
did
Catherine
II
do
to
make
the
room
shine?
We
can
infer
that
Catherine
II
was
a
person
who
______.
What
did
Nazi
army
do
to
the
Amber
Room?
Relation(Germany
&Russia)?
Who
rebuild
an
Amber
Room?
Relation(Gemany
&Russia)?why?
FrederickⅠ
Frederick
WilliamⅠ
Peter
the
Great
CatherineⅡ
Nazi
passed
down
give…
as
a
gift
soldiers
in
return
at
peace
passed
down
stole;
turned
into
pieces
added
details
remains
a
mystery
at
war
Germans
Russians
at
peace
In
Search
of
the
Amber
Room
Step
2
略读、细
读、研读
Step
1
实物、视频
设计意图：激趣。
以实物导入amber，让学生对其有最直观的了解，并通过视频The
Amber
Room引起学生兴趣来了解琥珀屋这一文化遗迹。
设计意图：
获取英语文本信息；训练阅读技能。
通过创设有意义的任务活动，引导学生独立思考、小组合作、相互交流，从而获得知识、技能和情感体验。
设计意图：
运用知识，提升思维能力和创造力以及文化意识。以“和平与战争对文化遗迹的影响”为话题，陈述自己的观点，让学生更乐于用英文思考，乐于表达自己的观点,从而引导学生热爱和平，珍惜文化遗迹。
Step
3
发表观点
八、
问题
预测
导入中，观看琥珀实物、图片、琥珀屋视频较为直观，学生应该是比较享受其中的。
阅读中，学生应该对于探索琥珀屋的相关史实较感兴趣，找出琥珀屋辗转流传的时间线索较简单，但要通过文本意识到和平的重要性较难，拟通过琥珀屋在两国之间的归属来引导学生。
讨论与输出环节中，学生需要用英文来口语表达其对战争与和平的看法，估计需要老师给予指导和帮助。
Thanks
for
Listening
张嘉欣
FrederickⅠ
Peter
the
Great
CatherineⅡ
Nazi
passed
down
give…
as
a
gift
soldiers
in
return
at
peace
passed
down
stole;
turned
into
pieces
added
details
remains
a
mystery
at
war
Germans
Russians
at
peace
In
Search
of
the
Amber
Room
Frederick
WilliamⅠ
