人教版总复习B2U1insearchoftheamberroom

寻找琥珀屋普鲁士国王腓特烈〃威廉一世绝对想不到他送给俄罗斯人民的厚礼会有一段令人惊讶的历史。

这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了数吨的琥珀,被选择的琥珀色彩艳丽,呈黄褐色,像蜜一样。

屋子的设计为当时流行的极富艺术表现力的风格。

琥珀屋这件珍品还镶嵌著黄金和珠宝,全国最优秀的艺术家用了约十年的时间才完成它。

事实上,琥珀屋并不是作为礼物而建造的。

它是为腓烈特一世的宫殿而建造的。

然而,下一位普鲁士国王,腓烈特〃威廉一世,这个琥珀屋的主人却决定不要它了。

1716年,他把它送给了彼得大帝。

作为回馈,沙皇则送给他一队自己最好的士兵。

所以,琥珀屋就成了沙皇在圣彼得堡冬宫的一部分。

琥珀屋长约4米,被用作接待重要来宾的小型会客室。

后来、叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外避暑的宫殿中。

她让艺术家们给它增添了更多的装饰。

1770年,这间琥珀屋按她要求的方式完工了。

将近600支蜡烛照亮了这个房间,里面的镜子和图画就像金子一样闪闪发光。

不幸的是,虽然琥珀屋被认为是世界奇迹之一,可是现在它却下落不明。

1941年9月,纳粹德国的军队逼近了圣彼得堡。

这是两国交战的时期。

在纳粹分子能够到达夏宫之前,俄国人只来得及把琥珀屋里的一些家具和小型艺术饰品搬走。

可是琥珀屋本身却被一些纳粹分子秘密地偷运走了。

在不到两天的时间里,琥珀屋被拆成10万块装进了27个木箱里。

毫无疑问,这些箱子后来被装上火车运往哥尼斯堡,当时它是波罗的海的海边的一个城市。

从那以后,琥珀屋的最终归宿就成了一个谜。

最近俄国人和德国人已经在夏宫建立起了一个新的琥珀屋,通过研究前琥珀屋的照片,他们使得新的琥珀屋的样子与原来的非常相像。

2003年,在圣彼得堡庆祝建市300周年之际,新的琥珀宫完工面世了.。

寻找琥珀屋普鲁士国王腓特烈〃威廉一世绝对想不到他送给俄罗斯人民的厚礼会有一段令人惊讶的历史。

这件礼物就是琥珀屋,它之所以有这个名字,是因为造这间房子用了数吨的琥珀,被选择的琥珀色彩艳丽,呈黄褐色,像蜜一样。

屋子的设计为当时流行的极富艺术表现力的风格。

琥珀屋这件珍品还镶嵌著黄金和珠宝,全国最优秀的艺术家用了约十年的时间才完成它。

事实上,琥珀屋并不是作为礼物而建造的。

它是为腓烈特一世的宫殿而建造的。

然而,下一位普鲁士国王,腓烈特〃威廉一世,这个琥珀屋的主人却决定不要它了。

1716年,他把它送给了彼得大帝。

作为回馈,沙皇则送给他一队自己最好的士兵。

所以,琥珀屋就成了沙皇在圣彼得堡冬宫的一部分。

琥珀屋长约4米,被用作接待重要来宾的小型会客室。

后来、叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外避暑的宫殿中。

她让艺术家们给它增添了更多的装饰。

1770年,这间琥珀屋按她要求的方式完工了。

将近600支蜡烛照亮了这个房间,里面的镜子和图画就像金子一样闪闪发光。

不幸的是,虽然琥珀屋被认为是世界奇迹之一,可是现在它却下落不明。

1941年9月,纳粹德国的军队逼近了圣彼得堡。

这是两国交战的时期。

在纳粹分子能够到达夏宫之前,俄国人只来得及把琥珀屋里的一些家具和小型艺术饰品搬走。

可是琥珀屋本身却被一些纳粹分子秘密地偷运走了。

在不到两天的时间里,琥珀屋被拆成10万块装进了27个木箱里。

毫无疑问,这些箱子后来被装上火车运往哥尼斯堡,当时它是波罗的海的海边的一个城市。

从那以后,琥珀屋的最终归宿就成了一个谜。

最近俄国人和德国人已经在夏宫建立起了一个新的琥珀屋,通过研究前琥珀屋的照片,他们使得新的琥珀屋的样子与原来的非常相像。

2003年,在圣彼得堡庆祝建市300周年之际,新的琥珀宫完工面世了.。

必修二Unit1 IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。

The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。

The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。

It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。

一批国家最优秀的艺术家用了大约十年的时间才把它完成。

In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。

必修二Unit1 IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。

The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。

The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。

It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。

一批国家最优秀的艺术家用了大约十年的时间才把它完成。

In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。

Lesson planModule2 Unit1 Reading In Search of the Amber Room Teacher: 雷绒Period：Period1Type：ReadingDuration: 40minutesTeaching idelogyThe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching material and learning conditionThe analysis of teaching materialThe teaching material is the reading part from NSEFC Module2 Unit1. The topic of this unit is cultural relics and the protection of the culture relics. This passage mainly introduces the history of amber room which is one of the cultural relics in the world. The passage consists of 5 paragraphs. The first paragraph is a general introduction of the amber room. Para.2 to Para.4 introduces the removal and the loss of amber room. The last paragraph tells about the rebuilding of the amber room. The topic is not new to the Ss. But there is some new words and phases in the passage.The analysis of learning conditionThe students are from grade1 in senior high school. As high school students, they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade1, they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of cultural relics and know some cultural relics in China. But they may not knowthe amber room before. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.Learning objectives1. Language skills●By the end of the class, Ss can predict the content of the passage based on the title.●Ss can scan the passage and find out the specific information such as the person related withthe amber room.●Ss can summarize the passage with the help of the clues of the passage.2. Language knowledge●Ss can master the key words and phrases of the passage as follows, amazing, fancy, style, lessthan, in return, reception, remove, wooden, doubt, former, at war.●Ss can learn the history of the amber room, especially the design, the loss and the rebuildingof the amber room.3. Affects●Ss will realize that the cultural relics are rare and precious and they will concern themselveswith the issue of cultural relic’s protection.4. Cultural awareness●Ss will broaden their minds by knowing something about amber room, one of the culturalrelics in Russia.5. Learning strategies●Ss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.●Ss will communicate with each other in English while doing the group work. Language focuses and anticipated difficulties Language focusesThis is a reading period so the focus is to cultivate the students’ reading skills. The many activities are designed to help S to train their reading skills, such as predicting, skimming, scanning andsummarizing.It is also important for the Ss to master the new words and phrases.Anticipated difficultiesAs the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.Ss may did not heard the amber room before, so the teacher will tell them some background knowledge about it.Teaching methodThree-stage model: Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.Teaching aidsMultimedia devices and PPT documents: In order to help Ss to fully understand the whole passage, I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom. Teaching proceduresStep1. Lead-in (6min)Activity1. Greetings and Free-talking (2min)T Leads into the topic by asking Ss some cultural relics they know. Ss tell the name of the cultural relics they know freely.T: Hello boys and girls.(Ss say hello to the teacher.)T: When we say cultural relics, what appears in your minds?(Ss tell the things appear in their minds freely.)T: What are the cultural relics in China?(Ss tell some names of cultural relics in China.)Activity2. Picture-talking (4min)T shows some pictures about the cultural relics in China and abroad. After seeing the pictures, Ss are expected to tell the similarities of them.T: Just now, you talk about some cultural relics in China. Now, let’s see some pictures of some cultural relics. (T shows the pictures and Ss see them carefully.)T: What do the cultural relics have in common？For example, they are very precious. What are your opinions?(T gives them some hints and Ss tell the characteristics of cultural relics.)[Aims]In this step, T first leads in the topic by talking with the Ss freely about the cultural relics in China which is familiar to them and then Ss see some pictures and tell the characteristics.These two activities aim to arouse the Ss’interests in the topic and activate their old knowledge of cultural relics. Then Ss will be mentally prepared for the reading comprehension. What’s more, when they are talking about the charateristics of cultural relics, they will realize that the cultural relics are rare and precious and they will concern themselves with the issue of cultural relic’s protection.Step2. Pre-reading (3min)Activity1. Knowing something about the amber room (1min)T gives a brief introduction of the amber room. Ss will know the amber room is a room which is made of amber and it is a cultural relic in Russia.T: Today, we are going to learn a cultural relic in Russia. It is a room made of amber. Do you know what amber is?(T shows some pictures of amber and Ss get to know the amber.)Activity2. Predicting (2min)T asks Ss to read the title of the passage and then ask them some questions. Ss will predict the content of the passage with the help of the title.T: please look at the title “In Search of the Amber Room”, what does “in search of” mean?(If the Ss can not give the answer, then T explain it.)T: In search means that people are looking for it. Why are people looking for it? Can you guess? What will the passage talk about?(Ss predict the content, but T will not give the answer here.)[Aims]In this step, the Ss first know some information of the amber room; the background information will make it easier for the Ss to understand the passage. Then T asks Ss to make predictions about the passage. It aims to help Ss develop the reading skills of predicting.Step3. While-reading (22min)Activity1. Skimming (4min)Ss skim the whole passage and find out the reason why people are in search for the amber room and check their predictions.T: Why are people still searching for the amber room? Here is a multiple choice for you.Activity2. Scanning (3min)T presents several true or false statements and asks the Ss to scan the passage and judge the right from the wrong.T: please Ss to scan the passage and judge the right from the wrong.(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)Activity3 Close-reading (10min)T designs various kinds of activities and Ss do the activities to fully understand the passage. Para.1T: Please read Para.1 carefully and then take some note about the amber room.Para.2-4Please read Para.2-4 carefully and then find out the removal of the room.Please read Para.2-4 carefully and then find out the person related with the Amber Room and the things them down with it.Para.5Please read Para.5 carefully and then find out the the rebuilding of the amber room.[Aims]By doing some many activities, the Ss will develop their reading strategies and language efficiency. T help the Ss study the passage paragraph by paragraph.. Ss will learn some key words and phrases in the passage.Step4. Post-reading (12min)Activity1. Dissuasion (6min)Ss have learned the rebuilding of the passage and T asks the Ss to discuss whether people shouldrebuild the cultural relics. T give the example of “Y uan Mingyuan ” which is a cultural relics. Ss share their opinion on the issue and the reasons.Activity2. Role-play (6 min)T creates a situation in which a student of the class has visited the Amber Room, so he/she come back to introduce the amber room.Ss work in pairs, one act as the one who has visited the palace. The other acts as one who is curious about the Amber Room, they should make a dialogue. The beginning of the conversation is given. A: the one who has visited the palaceB: the one who is curious about the Amber Room[Aims]These two activities are to develop the Ss ’ comprehensive language competence. The role play serves to be an output of the reading and an evaluation of their learning.Homework (1min)Ss write a summery of the history of the Amber Room and hand it in the next day.Ss review the words and phrase of the passage and make sentence with each.Blackboard design。

人教新课标版必修2 Unit 1 In Search Of The AmberRoom阅读课教学设计一、课型阅读课二、教学内容分析本课时是人教新课标版必修2 unit 1中reading部分。

主要讲述the amber room的奇怪历史以及近期的重建，旨在让学生在阅读中学习有关的语言知识，提高阅读技能，激发学生对琥珀屋作为cultural relic的历史知识的认识和保护cultural relics 的意识。

三、设计思想1.由于是一篇阅读课，设计的基本原则之一就是要训练学生的各种常见阅读技巧，比如迅速浏览，包括图片和题目以及首尾段、主题句等找主旨大意；原则之二就是让学生通过阅读文章，了解琥珀屋的历史、失踪的情况以及近期的重建。

2.鉴于我校学生的实际情况和本节公开课的特点，借助课件我设计了用填空的形式让学生了解课文以时间为线索的叙事特点，用true or false来进一步检查学生对课文的理解情况。

另外，对长难句及语法项目则采取先体验再理论总结并付之于课后习题实践的原则。

四、teaching aims:1.get the students to know about the strange history ofthe amber room by using various reading skills.2.motivate the students to treasure and protect the important cultural relics.3.be more familiar with the attribute clause: the restrictive attribute clause and the non-attribute clause.五、important and difficult points1.try to use various reading skills to get the required informationeful expressions3.the attribute clauses六、teaching processstep one free talk1. how many cultural relics can you name?2. are they important to human history?（设计说明：选择学生感兴趣的话题，以头脑风暴的形式激发学生学习热情，为其搭建一个交流展示平台。

1.必修二Unit1 IN SEARCH OF THE AMBER ROOM寻找琥珀屋Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . 普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。

This gift was the Amber Room , which was given this name because several tons of amber were used to make it . 这件礼物就是琥珀屋，它之所以有这个名字，是因为造这间房子用了好几吨的琥珀。

The amber which was selected had a beautiful yellow-brown colour like honey . 选出来的琥珀色彩艳丽，呈现蜂蜜一样的黄褐色。

The design of the room was in the fancy style popular in those days . 琥珀屋的设计采用了当时流行的别致的建筑式样。

It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . 它也是用金银珠宝装饰起来的珍品。

一批国家最优秀的艺术家用了大约十年的时间才把它完成。

In fact , the room was not made to be a gift . 事实上，这个琥珀屋并不是作为礼物来建造的。