高中英語人教版Unit1Culturalrelics 市賽獲獎(jiǎng)

TeachingplanforM2U1:ReadingDesignedby:蔡夏冰文本解讀：本文的標(biāo)題為“InSearchoftheAmberRoom”（尋找琥珀屋），但全文的重點(diǎn)并非是對(duì)琥珀屋的尋找，而是講了琥珀屋從建造到轉(zhuǎn)增，然后到改造，再到失蹤，最后重建的整個(gè)歷史過程。至于標(biāo)題中尋找這一關(guān)鍵詞，則只用了“Afterthat,whathappenedtotheAmberRoomremainsamystery.”一句話帶過。因此，文章的標(biāo)題與內(nèi)容并不太相符。針對(duì)這個(gè)問題，可以引導(dǎo)學(xué)生通過標(biāo)題預(yù)測(cè)內(nèi)容，再通過內(nèi)容檢驗(yàn)標(biāo)題的方式，來體會(huì)文章標(biāo)題和文章內(nèi)容相互對(duì)應(yīng)的關(guān)系。本文篇幅不長，難句較少，其中涉及的定語從句的知識(shí)點(diǎn)學(xué)生在模塊一已經(jīng)較為系統(tǒng)地學(xué)習(xí)過。因此，本校學(xué)生能夠通過自主閱讀掌握文章大致意思，完成課后理解練習(xí)。然而，學(xué)生在閱讀過程中可能出現(xiàn)的問題是，本文涉及到一定歷史知識(shí)，且人物較多、人物關(guān)系較為復(fù)雜，若不仔細(xì)閱讀容易混淆人物關(guān)系，難以理清各個(gè)人物與琥珀屋之間的關(guān)系。因此，本閱讀課的目標(biāo)之一就是引導(dǎo)學(xué)生理清并講出文章中表層的和潛藏的各種關(guān)系，幫助他們真正讀懂文章。除了表層的信息，本文還有一些深層的信息值得挖掘。比如，F(xiàn)rederickWilliamI為什么要把琥珀屋當(dāng)做禮物送給沙皇，可以引導(dǎo)學(xué)生聯(lián)系現(xiàn)在國家間外交的送禮行為，及背后的原因。琥珀屋在經(jīng)過幾代傳承后，到了CatherineII實(shí)際上是達(dá)到最輝煌的時(shí)候，成為世界奇觀之一，可以引導(dǎo)學(xué)生對(duì)這一層的意思進(jìn)行理解。再比如，納粹入侵俄國時(shí)，把琥珀屋偷走的行為實(shí)際上是非常野蠻的。他們?cè)诤芏痰臅r(shí)間內(nèi)把琥珀屋大肆切割，裝箱運(yùn)走，體現(xiàn)出納粹不僅對(duì)他國和他國人民進(jìn)行侵略、傷害，連他國的文化也不放過，非常貪婪殘暴。最后俄國與德國共同重建琥珀屋則可以引導(dǎo)學(xué)生就是否有必要重建消失的文物進(jìn)行討論（但是該討論內(nèi)容與本節(jié)閱讀課所學(xué)知識(shí)關(guān)聯(lián)不大，故在本課刪去）。另外，通過琥珀屋的歷史變遷可以看出，德國與俄國的關(guān)系也是處在動(dòng)態(tài)變化中的。這些隱藏的信息學(xué)生可能在自主閱讀中很難領(lǐng)會(huì)到，需要老師在課堂上的指引。本文的課后理解練習(xí)共三題，第一題為連線題，將本文所有人物以及他們與琥珀屋之間的歷史事件進(jìn)行連線，該練習(xí)主要考察學(xué)生細(xì)讀的能力。第二題為段落大意理解題，設(shè)有五個(gè)問題，每個(gè)問題為文章某一段的大意，學(xué)生需將段落大意與正確的段落相匹配并回答問題。該練習(xí)的段落大意編號(hào)環(huán)節(jié)考察學(xué)生略讀的能力，回答問題環(huán)節(jié)又考察學(xué)生的細(xì)讀能力。這兩道練習(xí)的內(nèi)容有可取之處，但是在我個(gè)人的教學(xué)設(shè)計(jì)中又難以將它們?cè)谌窟\(yùn)用到課堂，因此，可選取其中的部分內(nèi)容和形式進(jìn)行改編。第三題為討論題，討論是否值得重建毀壞或消失的文物。該討論題的內(nèi)容很好，只是與閱讀文章所涉及內(nèi)容關(guān)聯(lián)不大，因此，不作課內(nèi)討論使用。Teachingobjectives:Inthisclass,studentsareableto:Tellthedetailedinformationsuchasowners,events,functions,andvalueoftheAmberRoom.Guessthecontentofthereadingpassageaccordingtothetitle,andtellthemissinginformationofthepassageaccordingtothetitle.Teachingprocedures:Stepone:lead-inDoyouknowwhatareculturalrelics?Onpage1therearefourpictures.Theyareallculturalrelics.Lookatthesepictureanddiscusswithyourdeskmate.describethefeaturesofculturalrelicsusingthissentence:Culturalrelicsaresomethingthat…Herearefourpictures.Whichoneisnotaculturalrelic?Why?goldisnatural.Butwecanusegoldtomakeculturalrelics.Thematerialoftheculturalrelicwearegoingtolearninthisclassisthis.(presentthepictureofamber)Whatisit?Ifwecompareamberwithgold,whichoneismoreexpensive?Infact,sometimessomeamberofgoodqualitycanbe20timesmoreexpensivethangold.Nowasweallknow,amberisveryrareandprecious.Canyouimaginehere’sanentireroommadeofamber?Let’sappreciatesomepictures.WewillgettoknowmoreaboutthewonderfulAmberRoominthisclass.Steptwo:readingThisisthetitleofthereadingpassage.Let’sreadittogether.Accordingtothistitle,whatdoyouwanttoknow?(一人答一個(gè)，若三個(gè)學(xué)生學(xué)生聯(lián)系不到search的內(nèi)容，則提示insearchof的意思)Inthistitle,there’saveryusefulexpression:insearchof.Whatdoesitmean?Withthehelpofthisexpression,whatelsedoyouwanttoknowaboutit?Wewillfindoutwhetheryourquestionscanbeansweredduringourreading.First,readthefirstsentenceofeachpara,andtell,thispassageiswritteninwhichorder?Gothroughthepassagequicklyandmatchtheparagraphswithmainideas.WecanfindthatAlloftheseparagraphsareabouttheAmberRoom.WhatistheAmberRoom?Let’sfocusonpara1first.Readpara1carefullyandfindthebasicinformationoftheAmberRoom.Wesayculturalrelicsaresomethingthatwasmadeinthepast.WhatkindofhistorydoestheAmberRoomhave?Yes,theAmberRoomhasanamazinghistory.Soitmusthavemanygothroughthepassagequickly,andfindoutallitsownersandcountries.（過一段時(shí)間）Howcanwefindthenameandthecountryasquicklyaswecan?Focusonthecapitalletter.Thesearealltheownersmentioned.WhathappenedtotheAmberRoomwhenitbelongedtodifferentowners?Readthepassagecarefullyandfinditout.(afterstudents’readingandthinking)Let’sreport.WhentheamberroombelongedtoFrederickI,whathappened?(FrederickWilliamI?PetertheGreat?)Whydidtheyexchangetheirgifts?toshowfriendship,andwillingnesstointernationalcooperation.Ok,let’smoveon.WhatdidCatherineIIdototheAmberRoom?Howdidtheroomlooklikeaftersheaddedmoredetails?(theNazis?RussiansandGermans?)WhatdidtheRussiansdotosavetheamberroombeforetheNaziscame?TheyremovesomefurnitureandsmallartobjectsfromtheAmberRoom.DidtheNazisgavetheamberroomgoodprotection?Howdoyouknowthat?Inlessthantwodays100,000pieceswereputinsidetwenty-sevenwoodenboxes.(theamberroomwasseparatedintosmallpiecesinahurry.inverylittletime,)WhatinformationcanwegetfromtheNazisbehaviour?Theynotonlyruinedcountriesandkilledthepeople,butalsoruinedthepricelessculturerelicsofothercountries.Theirbehaviourleadtogreatdestructionofhumancivilization.Nowlet’smovebacktothetitle.Inyouropinion,isitagoodtitle?Discusswithyourdeskmateandgiveyourreasons.AsIhavementionedbefore,agoodtitleshouldbecloselyrelatedtothemainideaofthewordsareimportantinthistitle?(search,amberroom).Wecallthesetwoimportantwordskeywords.Arebothkeywordsfullyusedinthepassage?Whichoneismissing?(Actually,wetalkedsolittleaboutsearch,haveyoufoundthat?There’sonlyonesentenceinpara4thattalksaboutthefindingoftheamberroom.Canyoufindit?Let’sreadittogether.)IfIwanttokeepthistitle,whatdetailsshouldweaddtothisreadingpassage,andwhereshouldweaddthem?Discusswithyourdeskmate.Nowafterreadingthispassage,canyouuseoneadjectivetodescribethisroom?Iseedifferentpeoplehavedifferentopinions.Discussinyourgroupandfindasmuchevidenceaspossibletosupportyouri