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

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. Skimming

1) 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. Scanning

1). 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 reading

T: 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. Let’s 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