insearchoftheamberroom說課

1、Module 2 Unit 1 Cultural Relics第一課時(shí)Readi ngI. Teaching targets:a) Language ability aim1) Lear n to summarize the main idea of the whole passage and each paragraph accord ing to topic senten ces.2) Lear n to describe cultural relics origi n, developme nt and protect ion.3) Lear n to express their opi

2、nions about familiar topics.b) Learning strategy aimSkim ming, sca nning, retell ing, com muni cat ing in En glish with key pointsc) Language knowledge focus1) difficult words relating to cultural relics : amazing, in search of; amber2) difficult sentences: non -estrictive clauses, object clause, ad

3、verbial clauses and subject clauses.eg. This gift was the Amber Room, which was give n this n ame because several tons of amber were used to make it.d) Emotional aimStude nts will know more about cultural relics of the world. And en able the stude nts to realizethe importa nee of cultural relics and

4、 how to protect them.e) Cultural awareness aim1) Know more about world culture by lear ning En glish,2) Understand China s culture deeply by comparing Chinese culture with western culture.II. Teaching difficulties1) How to help stude nts expla in new words in En glish.2) How to un dersta nd the usag

5、e of non-restrictive clause.III. Teaching approaches 教學(xué)方法I) Communicative language approachThrough this approach, stude nts will participate in classroom activities that are based on cooperatio n. Eg. Stude nts will work in pairs or in groups and they can help each other.II) Task-based language appr

6、oachThis method emphasizes that the situation should be as real as possible. The teaching content must be comb ined with stude nts previous kno wledge and experie nee. Eg. Restrictiveclause and their kno wledge about relics.IV. Learning method 學(xué)習(xí)方法(指導(dǎo))I) Group work II ) pair work III ) In teractive

7、work IV) in depe ndent workV. Teaching aids 教學(xué)用具During the class, I will use blackboard and computer.VI. Teaching procedures: 教學(xué)程序Step 1: pre-reading (5 )(Independent work)The purpose of this step is to attract students attention to the class as quickly as possible and make students understand what

8、a cultural relic is because they are not very familiar with the topic.I will play a short video about the Pyramids in Egypt about 3 minutes to lead to the topic “ cultural relicsAnd th”en.ask them one questionHow much do you know about cultural relics? Students can express their opinions freely.The

9、title of the passage is “ insearch of the amber room” .Letstudents predict what the passage is about. According to new standard curriculum, it asn important ability to predict the content according to a title.Step 2: while-reading(16 )1. SkimmingThe purpose of skimming is to get the main idea of the

10、 passage and help them understand the structure of the text. Here I will remind the students not to focus on detailed information but on the whole passage.Then I will give them a multiple-choice exercise to check if they have gotten the main idea.The passage mainly tells us.A. How to search for the

11、Amber Room B. How to protect the Amber Room.C. The design and the shape of the Amber Room D. The legend of the Amber Room.The exercise is also to check students ability in summarizing.2. Scanning(group work)The purpose of scanning is to pay attention to detailed information, get the main idea of eac

12、h paragraph and analyze difficult sentences.Since this article consists of 5 paragraphs. I will divide the students into 5 groups. Each group will readone paragraph respectively. And each group must choose one “ leader ” to present the main idea to others.Perhaps it dsifficult for some students to s

13、ummarize the main idea of eachparagraph, so I will remind them to pay attention to the topic sentences to make the task less difficult.Para1: The Amber Room was made.Para 2: The king of Prussian gave the Room to the Czar as a gift.Para 3: The Amber Room became one of the wonders of the world.Para 4:

14、 The Amber Room was lost.Para 5： A new Amber Room was built.There are some new words and expressi ons that are hard to un dersta nd in each paragraph. I will help them to explain them in English and do some exercise of words and expressions.Fill in the bla nks with the words and expressi ons in the

15、box.Decorate ; bel ong to; serve as; in retur n ; less tha n; in search of;1. The computermy sister.2. Wethe roombeautiful flowers.3. Even under the best conditions, we couldn t finish the work inthree days.4. Puti n declared that he would nottwo termspreside nt.5. He gave me his favorite CD, andfor

16、 his kindn ess I offered him the book I liked best.6. All the men set off at oncethe missi ng child while the wome n stayed to comfort thepare nts.(answers: 1. belongs to 2. decoratedwith 3. less than 4.serve as 5. in return 6. in searchThe exercise is to enable students to be familiar with the key

17、points and prepare for step 5.Step 3: Summary (9 總結(jié)Now most students have understood the structure of the article. It time to help those who aren t very good at English to make the structure clear. I will ask students how todescribe a cultural relic according to the passage and then fill in the form

18、 wit them together.TimeCharactersEven tsdetails1716Frederick IPeter the GreatFrederic I gave the Amber Room to Peter the Great as a gift.1) color2) desig n3) time it took to make it4) le ngthLaterCatheri ne IIShe had the Amber Room moved and decorated it.1941Russia ns;Germa nsThey were at war. Some

19、of the Nazis stole the room itself.Recen tlyRussia ns;Germa nsThey built a new Amber Room at Summer Palace.And then the students will fill in the blanks with proper words.The Amber Room was a giftwas give n toby,king of Prussia in 1716. Then the rooma small reception for importantvisitors. Later,II

20、had it moved. In 1941, Russia and Germa ny wereandsome of the Nazisthe room itself. But it remains awhat happe ned to theAmber Room. Recen tly, the Russia ns and Germa ns have built a new Amber Room. Which the old one and in 2003 it was ope n to public whe n theythe 30 thbirthday of their city.(answ

21、ers： which; Peter the Great; Frederick William; served as; Catherine; at war; stole;mystery; looked like; celebrated )s helpful to theirThe exercise is an example of how to describe a cultural relic and it writing. Actually, it is the basis of next step.Step 4: Post-reading activity( 14 (Interactive

22、 work) 活動(dòng)This step is the extension of the passage. The purpose is to describe a cultural relic origin and development and communicate with what we have learned in English. Students will describe the Great Wall because it is a most important cultural relic in China.The students will work together in

23、 groups of six. They are tour guides to promote the cultural relic to others.The activity is much difficult for some students, so I will walk around to encourage them to try their best. Meanwhile, to make the task less difficult,I will show them the information they will use on Powerpoint.Timeproces

24、sAimDetailsMeaningQin Dyn astyBega n build ing itDefe nd aga inst other peoples in trusi on1) le ngth 8851kilometers2) width8.5 meters3) height8.5 meters1) a symbol of China s traditional cult2) a n importa nt place of in terest3) a famous say ing“ He who does not reach the Great Wall is not a true

25、man.”Tang Dyn astyMing Dyn astyWentonmai ntai ning itQing Dyn astyRebuilt itNowA most famous cultural relicEach group try their best to orga nize a passage and prese nt to the class.Step 5: Homework(1 )1. Look up more in formati on about cultural relics of China.2. Write a compositi on about an impo

26、rta nt cultural relic.The design of the blackboarc板 書設(shè)計(jì)The design of the blackboard is outline-style. I will mai nly write the key words, expressi ons and difficult sentences that are hard to un dersta nd while readi ng.The content on the blackboard:1. Key words: amazing; decorate; belong to; in ret

27、urn; in search ofI will write the key words while and after sca nning.2. Difficult sentences;1) The gift was the Amber Room, which was given this name because several tons of amber were used to make it.2) The amber which was selected had a beautiful yellow-brow n color like hon ey.3) Frederick Willi

28、am I, to whom the amber room belonged, decided not to keep it.The sentences will be written while scanning.3. Words that affect students understandingCon fucius Design Concept:設(shè)計(jì)理念 1. Put emphasis on the process of knowledge acquirement . Leave enough space to develop their ability to learn English

29、。2. Concern students previous experniednacebilaity of independent study and encourage studentsto be active and communicate with each other.3. Combine English learning with other subjects. It tesacher dusty to offer guide to learning method.Teaching Plan for Unit1 Book2 In Search of the Amber RoomAim

30、s：After the class, the Ss will be able to1. read and learn about cultural relics: definition, characteristics2. learn about the stories of the amber room by scanning, skimming and caref ul reading3. learn some words about cultural relics by classification4. retell the story of the amber room in the

31、Ssown wordsI. Warming up1. Ask the Ss to enjoy 3 groups of pictures and talk about which place they want to visit most.The Ss should show their reasons.（列舉 3 組文化遺產(chǎn)的畫，讓學(xué)生對(duì)學(xué)習(xí)本文產(chǎn)生興趣，并逐漸與本課話題關(guān)聯(lián)， 并引出下面的話題）2Ask the Ss to talk about the definition of a cultural relic. （讓學(xué)生自己闡述文化遺產(chǎn)的概念，試探學(xué)生對(duì)文化遺產(chǎn)的理解，再是老師給出 相關(guān)

32、概念，讓學(xué)生在對(duì)比中學(xué)習(xí) ）3. Ask the Ss to name some other cultural relics at home and abroad. （這一步是對(duì)上面文化遺產(chǎn)認(rèn)識(shí)的延伸和運(yùn)用，查看學(xué)生是否已經(jīng)對(duì)文化遺產(chǎn)有 了大致了解 ）4Ask the Ss to discuss the following questions:How would you feel if it got lost? Why?If you find a cultural relic, what will you do with it? （通過上述問題的討論，培養(yǎng)學(xué)生對(duì)文化遺產(chǎn)的熱愛 ） 5Ask t

33、he Ss to talk about: How should we treat cultural relics?（樹立學(xué)生保護(hù)所剩文化遺產(chǎn)的意識(shí) ）II Reading1. Pre-reading1）. Ask the Ss to get familiar with amber and the amber room.2）Ask the Ss to answer the three questions with the help of the words list. （學(xué)生大致了解琥珀；借助詞匯表，按要求回答問題，讓學(xué)生接觸課文所涉及 詞匯，掃除學(xué)生學(xué)習(xí)本文的詞匯障礙，同時(shí)也避免學(xué)生學(xué)習(xí)課文時(shí)查閱生詞表， 從而浪費(fèi)時(shí)間