高中英语人教版Unit1Culturalrelics 市赛获奖

TeachingplanforM2U1:ReadingDesignedby:蔡夏冰文本解读：本文的标题为“InSearchoftheAmberRoom”（寻找琥珀屋），但全文的重点并非是对琥珀屋的寻找，而是讲了琥珀屋从建造到转增，然后到改造，再到失踪，最后重建的整个历史过程。至于标题中寻找这一关键词，则只用了“Afterthat,whathappenedtotheAmberRoomremainsamystery.”一句话带过。因此，文章的标题与内容并不太相符。针对这个问题，可以引导学生通过标题预测内容，再通过内容检验标题的方式，来体会文章标题和文章内容相互对应的关系。本文篇幅不长，难句较少，其中涉及的定语从句的知识点学生在模块一已经较为系统地学习过。因此，本校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。然而，学生在阅读过程中可能出现的问题是，本文涉及到一定历史知识，且人物较多、人物关系较为复杂，若不仔细阅读容易混淆人物关系，难以理清各个人物与琥珀屋之间的关系。因此，本阅读课的目标之一就是引导学生理清并讲出文章中表层的和潜藏的各种关系，帮助他们真正读懂文章。除了表层的信息，本文还有一些深层的信息值得挖掘。比如，FrederickWilliamI为什么要把琥珀屋当做礼物送给沙皇，可以引导学生联系现在国家间外交的送礼行为，及背后的原因。琥珀屋在经过几代传承后，到了CatherineII实际上是达到最辉煌的时候，成为世界奇观之一，可以引导学生对这一层的意思进行理解。再比如，纳粹入侵俄国时，把琥珀屋偷走的行为实际上是非常野蛮的。他们在很短的时间内把琥珀屋大肆切割，装箱运走，体现出纳粹不仅对他国和他国人民进行侵略、伤害，连他国的文化也不放过，非常贪婪残暴。最后俄国与德国共同重建琥珀屋则可以引导学生就是否有必要重建消失的文物进行讨论（但是该讨论内容与本节阅读课所学知识关联不大，故在本课删去）。另外，通过琥珀屋的历史变迁可以看出，德国与俄国的关系也是处在动态变化中的。这些隐藏的信息学生可能在自主阅读中很难领会到，需要老师在课堂上的指引。本文的课后理解练习共三题，第一题为连线题，将本文所有人物以及他们与琥珀屋之间的历史事件进行连线，该练习主要考察学生细读的能力。第二题为段落大意理解题，设有五个问题，每个问题为文章某一段的大意，学生需将段落大意与正确的段落相匹配并回答问题。该练习的段落大意编号环节考察学生略读的能力，回答问题环节又考察学生的细读能力。这两道练习的内容有可取之处，但是在我个人的教学设计中又难以将它们在全部运用到课堂，因此，可选取其中的部分内容和形式进行改编。第三题为讨论题，讨论是否值得重建毁坏或消失的文物。该讨论题的内容很好，只是与阅读文章所涉及内容关联不大，因此，不作课内讨论使用。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?(一人答一个，若三个学生学生联系不到search的内容，则提示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.（过一段时间）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