沙巴买球

Requirements of curriculum standards课标要求

本单元的话题是“文化遗产”，通过了解和学习中外著名的文化遗产，让学生明白保护文化遗产的重要性以及如何更好地保护文化遗产。

本节课的教材介绍了俄罗斯稀世珍宝“琥珀屋”的有关史实，包括琥珀屋的来历和构造；为什么普鲁士国王把它送给了沙皇；它是如何成为奇世珍宝的；琥珀屋在二战中的神秘失踪以及新琥珀屋的建造。通过阅读本文，学生应该了解琥珀屋失踪的来龙去脉，同时增加对琥珀屋作为文化遗产的历史知识和认识。

Analysis of students(学情分析)

  本文篇幅适中，长难句较少，其中涉及的定语从句的知识点学生在必修一已经较为系统地学习过，因此，学生能够通过自主阅读掌握文章大致意思，完成课后理解练习。但由于6班学生的阅读能力普遍较差，而本文中历史人物较多、人物关系较为复杂，学生很容易混淆各个人物与琥珀屋之间的关系，因此有必要在学生的阅读过程中给他们提供相应的方法指导，帮助学生更准确地理解文章。

Teaching objectives教学目标

Knowledge & Skills

(知识与技能)

1. Let students learn about the history of the Amber Room.
2. Develop students’ reading ability.
3. Enable students to talk about cultural relics.

Process & Methods

(过程与方法)

Lead-in; Self-study; Group-discussion;

Presentation; Practice; Summary

Attitude & Values

(情感态度与价值观)

1. Stimulate students’ sense of cultural relics’ protection by reading the passage In Search of the Amber Room.
2. Develop students’ sense of cooperative skills.

Key points & Difficult points

Key points

(重点)

Get students to read the passage In Search of the Amber Room and learn about the history of the Amber Room.

Difficult points

(难点)

Enable students to talk about cultural relics and form a right attitude to them.

Teaching methods; Learning guidance; Teaching aids

Teaching methods

(教学方法)

Task-based teaching; Conversation

Learning guidance

(学法指导)

Cooperative learning; Group-discussion

Teaching aids

(教学资源)

Text Book, PPT, guiding paper, handouts

Teaching procedure (教学过程)

Teaching steps

(教学环节)

Teacher’s activities

(教师活动)

Students’ activities

(学生活动)

Intentions

(设计意图)

Step1:

Lead-in (导)

1. Play a clip of video to students.
2. Let students answer 5 questions orally.

1. Watch a clip of video.
2. Answer the following questions orally.

1) What does the video clip talk about?

2) What can amber be made into?

3) Can you imagine a room made of amber?

4) What do you think of the Amber Room?

5) Do you know where the Amber Room is now?

1. Stimulate students’ interest in learning and lead to the key word amber.
2. Lead students from amber to the Amber Room and use the last question “where is the Amber Room now to arouse students’ interest to get the answer from the passage.

Step2:

Aims-showing

Show students the aims of the class and let them read the aims.

Look at the aims of the class and read them together.

Let students understand the goals and attend the class more specifically.

Step2:

Self-study (思)

Task1

Skimming

1. Give students some skimming tips.
2. Let students skim the passage and do Exercise 2 on page2 in the text book.
3. Let students read the main idea of each paragraph and get the main idea of the whole passage.

1. Learn the skimming tips by heart.
2. Skim the passage and find out the main idea of each paragraph.
3. Read through the main idea of each paragraph and sum up the main idea of the whole passage.

1. Get students to know some efficient methods of skimming.
2. Get students to use the methods into reading and develop their skimming skills.
3. Guide students to get the main idea of each paragraph and have a general understanding about the passage.

Task 2

Scanning

1. Give students some scanning tips. 
2. Let students scan the passage and do Exercise 1 on page2 in the text book.

1. Learn the scanning tips by heart.
2. Scan the passage and find out what the characters did in the story.

1. Get students to know some efficient methods of scanning.
2. Get students to use the methods into reading and develop their scanning skills.
3. Guide students to get the key events about the Amber Room in the passage.

Task 3

Comprehending

1. Let students read the passage carefully and do the exercises on the learning paper.
2. Let students figure out the relation between the Amber Room and the characters.
3. Ask students if they have found where the Amber Room is.

1. Read the passage carefully and do the exercises on the learning paper.
2. Figure out the relation between the Amber Room and the characters then complete the clue of the story.
3. Answer the question “where is the Amber Room now?”

1. Get students to better understand the passage and develop the skills of doing different types of exercises in reading comprehension.
2. Get students to better understand the clue of how the Amber Room disappeared.
3. Guide students to know that the Amber Room is missing and lead to the topic of the discussion.

Step4:

Group-discussion (议)

Let students talk with group members about what they would do if they found pieces of the Amber Room.

Talk with group members about what they would do if they found pieces of the Amber Room.

Learn about students’ attitude towards the Amber Room as a cultural relic.

Step 5:

Presentation (展) &Comments (评)

Let students show their ideas in class and give them some comments.

Show their ideas in class and know more about cultural relics.

Develop students’ right attitude towards cultural relics.

Step6:

Practice(检)

Let students listen to the audio tape of the passage and retell the story by filling the blanks.

Listen to the audio tape of the passage and finish the passage.

Examine students’ understanding of the passage.

Step7:

Summary

(课堂小结)

Guide students to summarize what they’ve learned in this class.

Step7:

Assignment

(作业布置)

Write a short paragraph (50words) to express their idea about why we should protect the cultural relic.

验收签字

指导老师

教研组长

板书设计

In Search of the Amber Room

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