思維導(dǎo)圖UNIT1 READING 1.doc

Topic: Module 2 Unit1 Cultural Relics (Reading 1)Teaching Aims: 1.Knowledge aims: To make students master key words and expressions: rare, survive, in search of, design, decorate, belong to, remove, doubtimportant sentences: It was also a treasure decorated with gold and jewels, which took the countrys best artists about ten years to make.However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it.There is no doubt that the boxes 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.2. Ability aims: Enable students to talk about the history of the Amber Room.3.Learning strategies aims: Enable the students to read the passage fast to get the main idea.4.Cultural awareness and emotional attitude aims: Learn about some cultural relics at home and abroad and have the sense of protecting themTeaching key point: To make students know the history of the Amber Room .Teaching difficult points: Talk about cultural relics and what can be done for them.Teaching procedures:Step 1 Lead-in (Brainstorming) The teacher starts the lesson by asking a question: What are cultural relics? Can you list some of them? How about Chinese cultural relics?The Terra-cotta Warriors and HorsesThe Potala PalaceChinese cultural relics relics reli The Dunhuang Mogao CaveThe Imperial Palace.T: What cultural relics do you know in the world?StonehengeLondon BridgeCultural relicsThe statue of libertySydney Opera HouseThe pyramidsAre there any other forms of cultural relics?vaseMona Lisapaintingsart worksOther Examplesart formsFestivalsThe Dragon boat Festival設(shè)計(jì)意圖：通過(guò)提問(wèn)學(xué)生關(guān)于他們所知道的文化遺產(chǎn)，能夠讓其充分使用頭腦風(fēng)暴，同時(shí)通過(guò)使用思維導(dǎo)圖，能夠讓學(xué)生利用大的范圍自主理解，以便加深其印象，特別是第三個(gè)問(wèn)題。Step 2 Reading Strategy1.Skimming T: Do you know amber? Can you imagine a room made of amber? Now turn to Page 1, read the reading part quickly and then summarize the main idea of each para.Para 1: Creation of the Amber RoomPara 23: History of the Amber RoomIn search of the Amber RoomPara 4: Disappearance of the Amber RoomPara 5: Rebuilding of the Amber Room設(shè)計(jì)意圖：略讀（skimming），作為一種閱讀策略，可以培養(yǎng)學(xué)生在有限的時(shí)間內(nèi)，通過(guò)快速閱讀標(biāo)題，文章開(kāi)頭第一段以及各部分的小標(biāo)題，弄清楚文章的大體結(jié)構(gòu)和主要內(nèi)容的能力。通過(guò)思維導(dǎo)圖清晰地將文章結(jié)構(gòu)呈現(xiàn)出來(lái)。2. ScanningT: Read the text loudly for a second time and fin the characters, years, places and what they do.Frederick IPass downFrederick William ISend a troop of his best soldiers in returnGive it as a giftPeter the Great CzarPass downstolenCatherine II設(shè)計(jì)意圖：尋讀（scanning）與思維導(dǎo)圖相結(jié)合，一目了然地顯示了該文章的大意，有利于學(xué)生復(fù)述文章。Step 3 Discussion1. What can we do to protect the cultural relics?2. Now China has tens of thousands of cultural relics, should all be saved? Discuss and give your reasons.設(shè)計(jì)意圖：將常見(jiàn)問(wèn)題通過(guò)討論