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2019-2020年高中英语Usinglanguagereading教案新人教版必修2Teachinggoals教学目标
1.Targetlanguage目标语言a.Keywordsandphrases重点词汇和短语raresurvivevaluabledynastyvaseamazeamazingselecthoneydesignfancystyledecoratejewelartistbelongtroopreceptionremovewoodendoubtformerworthb.Keysentences重点句型Theamberwhichwasselectedhadabeautifulyellow-browncolorhoney.Itwasalsoatreasuredecoratedwithgoldandjewelswhichtookthecountry’sbestartistsabouttenyearstomake.LaterCatherineⅡhadtheAmberRoommovedtoapalaceoutsideSTPetersburgwhereshespenthersummers.In1770theroomwaspletedthewayshewanted.Thiswasatimewhenthetwocountrieswereaywar.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsbergatthattimeaGermancityontheBalticSea.AfterthatwhatreallyhappenedtotheAmberRoomremainsamystery.In2003itwasreadyforthepeopleofStPetersburgwhentheycelebratedthe300thbirthdayoftheircity.
2.Abilitygoals能力目标EnablestudentstolearnaboutthehistoryofAmberRoom.Enablestudentstogiveopinionsonrebuildinglostculturalrelics.
3.Learningabilitygoals学能目标Afterlearningthisreadingpassagestudentsshouldhavetheabilityofreadingpassagesaboutculturalrelicslearnmorelanguagesaboutthistopicandhavethesenseofprotectingculturalrelics.Teachingimportantpoints教学重点Themainideaofeachparagraph.Teachingmethods教学方法ListeningtothetapeindividualsGroupdiscussionandpresentationcooperativelearningMulti-functionalteachingequipmentCAITeachingaids教具准备ArecorderaprojectorandsomeslidesMulti-functionalteachingequipmentCAITeachingproceduresandways教学过程与方式StepIWarmingupThewarming-upexerciseraisesstudentsawarenessthattherearesomewell-knownculturalrelicsbothathomeandabroad.Askthestudentstotrytheirbesttothinkoftheculturalrelicsthattheyknow.T:DoyouknowwhataculturalrelicisS1:Culturalrelicissomethingthathasalonghistory.S2:IknowMountEmeiandtheLeShanGiantBuddhaisaculturalrelic.T:Good.Althoughwedon’tknowwhatexactlyaculturalreliciswereallyknowsomeculturalrelicsbothinchinaandotherplaces.NowpleaseanswerQuestion2:DoesaculturalrelicalwayshavetoberareandvaluableS3:Idon’tthinkso.Someoldandshabbybuildingscanbeculturalrelicsbecausetheyrepresentpartofourhistory.T:IsitenoughtohavesurvivedforalongtimeS4:Notenough.Asaculturalrelicitalsohastobetypicalandcontainsomeculturalormeaning.T:Question
3.AreculturalrelicsonlyobjectslikevasesorcantheybebuildingstooS5:Somepeoplesaidthatculturalrelicsaremorethanworksofart.AccordingtothisIthinkthatculturalrelicmaybeanythingthataresymbolsofhistoryandthepeoplewholivedinthepastforexampletheGreatWall.T:Nowlookatthepicturesanddiscusswhattheyareandwhethertheyareculturalrelicsornot.Withtheactivitiesabovestudentswillhaveaclearideaofwhataculturalrelicis.StepIIPre-readingThepre-readingactivityhastwofunctions.Question1isawarmingupactivitytocheckstudents’understandingofamberandmeanwhileleadthemtothetopicofthereadingpassage—AmberRoom.Question2givesthestudentsachancetopredictthemainideaofthepassageandthenskimit.T:Lookatthepicture.HaveyoueverseenapieceofamberWhatdoyouknowaboutitSomeinformationaboutamber:Amberisasemi-preciousstoneusedinjewelryandartwork.Amberisreallythefossilformofresin树脂fromtrees.Ithasgotitsshapeafteraprocessthathastakenmillionsofyearstoplete.Treesinveryancientforestsproducedthisresinwhichslowlydroppedfromtreesandwasburied.PredictionT:Nowlookatthetitleandthepicturesofthereadingpassage.WhatdoyouthinkitismainlyaboutStudentsmayhavedifferentpredictions.T:Nowskimthepassagequicklyandseeifyouwereright.StepIIIReadingThisreadingpassagetellstheamazinghistoryoftheAmberRoom.
1.SkimmingAskthestudentstoreadthetextquicklyandgraspthemainideaofthepassage.AfterreadingT:What’sthemainideaofthepassageItmaybedifficulttosummarize.Butifyoucangraspthemainideaofeachparagraphyouwilleasilygetthemainideaofthewholepassage.LookatExercise2onpage
2.Thefollowingfivequestionssummarizethemainideaofthefiveparagraphsinthepassage.Matchthequestionswiththeparagraphs.Aftertheyfinishchecktheiranswers.T:HaveyoufinishedWhocantellmeyouranswerS1:Letmetry.Paragraph1HowwastheAmberRoommade.Paragraph2WhydidthekingofPrussiagivetheAmberRoomtotheCzarofRussiaasagiftParagraph3HowdidtheAmberRoombeeoneoftheworldParagraph4HowdidtheAmberroomgetlostParagraph5HowwasanewAmberRoombuiltT:Good!Nowtrytoanswerthesequestions.Asksomestudentstoanswerthesequestionsonebyone.
2.ScanningT:Nowlet’slookatExercise2jointhecorrectpartsofthesentencestogether.Thenchecktheanswers.
3.Newwordsandstructures1TheGermantitleforkingwasKaiserbutkingisusedtointroduceatargetword.LikewisetheRussiantitleforqueenisCzarina.IntheEuropeanroyaltraditiontherulertouseacertaingivennamelikeWilliamwascalledWilliamI,whichissaidas“WilliamtheFirst”.ThusFrederickⅡisbetterknowninhistoryasFrederickthegreat.SoPeterIisalsoPetertheGreatandCatherineⅡwasCatherinetheGreat.ToavoidtranslationproblemsfromEnglishtoChineseRomannumbershavebeenusedinthispassage.2Thedesignoftheroomwasinthefancystylepopularinthosedays.ThisisareferencetotheBaroquestyle巴洛克艺术风格ofthe17thand18thcenturyinmuchofEurope.3TheAmberRoomis“awonderoftheworld”butnotoneoftheSevenGreatWondersoftheWorldsuchasEgypt’spyramidsofChina’sGreatWall.Havestudentsparethemeaningofwonderasanounasitisusedhereandasaverb.4Thereisnodoubtisaphrasethatmeans“itisclear”or“beyondargument”thatsomethinghappened.Ifsomethingis“beyonddoubt”inacourtoflawitmeansthatenoughevidenceexiststosaythatitistrue.5In2003itwasreadyforthepeopleofStPetersburgwhentheycelebratethe300thbirthdayoftheircity.The300thanniversaryofaneventisalsocalleditstri-centennial.InterestinglythesmallartobjectsandfurniturerescuedbyRussiansoldiersbeforetheNazisarrivedarenowonceagainondisplayinthereproducedAmberRoom.StPetersburgisboththecurrentandoriginalnameofoneofRussia’soldestlargestandmostbeautifulcities.DuringtheperiodoftheSovietUnionthecitywasnamedLeningrad.Itissometimesnicknamedthe“VeniceoftheEast”becauseofitsmanycanals.
4.Discussion1DoyouthinktheAmberRoomisaculturalrelic2WhythehistoryofAmberRoomisanamazingone3WhywouldFrederickWilliamIliketogiveAmberRoomtoPetertheGreat4What’stheauthor’sattitudetowardstheAmberRoomHowdoyouknow5IsitworthrebuildinglostculturalrelicsuchastheAmberRoomorYuanMingYuaninBeijingGiveyourreasons.Suggestedanswers:1IthinktheAmberRoomisaculturalrelicbecauseofitsartisticdesignandhistoricvalue.2ThehistoryoftheAmberRoomisanamazingone.FirstithadseveralfamousownersfromFrederickWilliamⅠtoPetertheGreattoCatherineⅡtotheNaziarmyandfinallytotheRussiansandGermans.Secondinfacttheroomwasnotmadetobeagiftbutdesignedforthepalace.ThirdasagiftitbuiltfriendshipbetweenFrederickWilliamⅠandPetertheGreat.FourthtodayitisasymboloffriendshipbetweentheRussiansandGermans.Fifthevennowseveralteamsoftreasurehunterscontinuetosearchforit.SothehistoryofAmberRoomisanamazingone.3Ithinkit’sawayofmakingfriendswithothercountries.SoFrederickWilliam’sgiftoftheAmberRoomtoPetertheGreatwasasignthatthetwowerealliesandwouldco-operateinotherwaystoo.4FromthefirstparagraphwecanseethatAmberRoomisvaluable.Fromthesecondparagraphweknowthatit’sasymboloffriendshipbetweenFrederickWilliamandPetertheGreat.Itshouldberemembered.FromthethirdparagraphweknowthattheAmberRoomwasconsideredoneofthewondersoftheworldbutitisnowmissing.FromthelastparagraphweknowtheRussiansandGermanshavebuiltanewAmberRoom.AllthefactsshowusthattheAmberRoomisworthrebuildingorfinding.Ithinkthisiswhattheauthorwantedtotellus.5Thisquestioncanbetreatedasadebate.Studentsfallintotwogroupsanddebatewitheachother.StepIVLearningaboutlanguageDiscoveringusefulwordsandexpressionsAskstudentstoreadtheinstructionsofeachpartoftheDiscoveringusefulwordsandexpressionsandthenfinishthesethreeexercisesquickly.Afewminuteslaterchecktheanswerswiththewholeclass.Latertheteachergivestheanswersusingaslideprojector.DiscoveringusefulstructuresT:FromReadingpickoutthesentencesthatusetheattributiveclausewiththat/which/who/where/when.1ThegiftwastheAmberRoomwhichwasgiventhisnamebecauseseveraltonsofamberwereusedtomakeit.2Theamberwhichwasselectedhadabeautifulyellow-browncolourlikehoney.3Itwasalsoatreasuredecoratedwithgoldandjewelswhichtookthecountry’sbestartistabouttenyearstomake.4HoweverthenextKingofPrussiaFredrickWilliamItowhomtheAmberRoombelongeddecidednottokeepit.5LaterCatherineIIhadtheAmberRoommovedtoapalaceoutsideStPetersburgwhereshespenthersummers.6In1770theroomwaspletedthewayshewanted.7Thiswasatimewhenthetwocountrieswereatwar.8thereisnodoubtthattheboxeswerethenputonatrainforKonigsbergwhichwasatthattimeaGermancityontheBalticSea.9In2003itwasreadyforthepeopleofStPetersburgwhentheycelebratedthe300thbirthdayoftheircity.Firstletstudentsreadthesentencestheyunderlined.Thenshowthecorrectsentencesusingaslideprojectorandletstudentsanalyzethem.T:Observethesesentencescarefully.Somecontainmasbeforetherelativepronounsforexample34and
8.Thesesentencesaredifferentfromtheothers.HowaretheydifferentCanyoutellmeStudentstrytotellthedifferencesintheirownwords.T:Wecallthesethreesentencesnon-restrictiveclauses.Therelativeclausecarriesextrainformationthatisnotnecessarytoidentifythepersonorthingbeingdiscussed.NowfinishExercise
3.Judgewhetherrestrictiveornon-restrictiveclausesarerequired.Latertheteachergivestheanswersusingaslideprojector.Exercise4alsoprovidessemi-openpracticewiththegrammar.Aftertheypletethesentencesfirstletthemcheckwitheachother.Thenletsomereadtheirsentencesandcheckthemwiththewholeclass.StepVHomeworkReviewthekeysentencesinthispart.。