人教版 必修二unit1 Reading公开课教案

Unit1 Reading 名师教学设计（一）In Search Of The Amber RoomShen YananTeaching Objectives：1.Knowledge Objectives：Enable students to have a general idea about the history about amber room.2. Ability Objectives:Make predictions based on title②Skim for main idea and learn to analyze structure according to the structure of an introduction.③Scan for the basic information.④learn how to express opinions towards3. Emotional ObjectivesEnable students to know more about cultural relics and arouse their awareness of protecting cultural relics.Step I Lead in1. Watch a video.2. Have you ever seen anything made of it?Can you imagine a house made of amber?（设计意图：创设情境引导学生认识琥珀，进而引入本课主题琥珀屋。

）Step II PredictionWhat can you get from the title?Predict: This passage is mainly about_________________.（设计意图：学会根据题目猜测文章大意）Step III Skimming1.Skim for the main idea to check whether the predictions are right or wrong. The text mainly talks about the _____________________.2.Skim to match the main idea.___How did the Amber Room become one of the wonders of the world?___How was a new Amber Room built?___How did the Amber Room get lost?___How was the Amber Room made?___Why did King of Prussia give the Amber Room to the Czar as a gift?3.Please use one word to summarize the main idea of each paragraph and divide it into ______ parts.Paragraph 1 _________Paragraph 2 _________Paragraph 3 _________Paragraph 4 _________Paragraph 5 _________（设计意图：培养学生速读的习惯，学生能够总结文章大意，并能分析文章结构）Step IV Scanning1.Scan part 1 to find the details.2.What words can you use to describe the amber room? ______ _______ _______ ________ _________ _______ （设计意图：培养学生细读的习惯，了解琥珀屋的历史）2.Scan part 2①.Find the main characters in this part___________ _____________ _______________ ________________ ____________②What did these main characters do to the amber room?.2.Scan part 31.Why did they build a new amber room looking like the old one?_____________________________________________________________________（设计意图：找出文中细节，并能够复述文中主要情节）Step V DiscussionIs it worth building lost cultural relics such as amber room?Possible sentence structures：I hold the view that.......As far as I'm concerned,......I think/In my opinion,..........I strongly believe that.......The reasons are as follows：Firstly,______________________________________Secondly,______________________________________Thirdly,________________________________________Step VI HomeworkWrite a short passage to show your opinions._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 设计意图：能够通过小组讨论，增强口语表达能力，并能将其写成一篇小文章，锻炼写作能力。

2019新人教高中英语必修二Unit 1 Reading and Thinking教案Analysis of the teaching materials:This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.Teaching aims:1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved and express views about the cultural heritage protection and think critically.4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;Teaching key points:1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style.3. Lead students to understand the value of protecting cultural heritage by teamwork and global community.Teaching difficult points:1.Enable students to identify the text type and its language features.2.Lead students to express views about the cultural heritage protection.Step I Lead-inActivity 1 Watching a videoTo show a video about the Abu Simbel and the Aswan Dam to students and then let them fill in the blanks according to what they watch.Build a__________across the Nile River.There was a__________ ,though. And it was a big one.The Abu Simbel was priceless in ancient _____________Keep it ancient_____________.Suggested answers: dam; problem; temple; treasures.Activity 2 Look at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?The text is mainly about some problems and solutions about the protection of the temples.Step Ⅱ Analyzing the textual patternActivity 1 Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritActivity 2 Read the first paragraph and tell me what purpose it carries._________________________________________________________Suggested answer:To introduce the topic: keeping the balance between progress and the protection of cultural sites can be a big challenge.Activity 3 Read the second paragraph and answer the following questions.1.Why did the Egyptian government want to build a new dam?__________________________________________________________2.Did people support the proposal? Why (not)?__________________________________________________________3. What did the government do to deal with the problem？__________________________________________________________Suggested answers:1. To control floods,produce electricity and supply water to more farmers in the area.2. No. The proposal led to protests,because water from the dam may damage a number of temples and destroy cultural relics.3.They turned to the UN for help.Activity 4 Read the third paragraph and answer the question.What did the UN do to help protect the cultural relics?____________________________________________________________Suggested answer:They established a committee,asked for contributions and raised funds. Experts investigated the issue, conducted several tests and then made a proposal. Finally, they signed a document.Activity 5 Read the fourth paragraph and answer the questions.1.Whom did the project brought together?_____________________________________________________________2.How were the temples and other cultural sites saved?_____________________________________________________________Suggested answers:1. It brought together governments and environmentalists from around the world.2.Temples and other cultural sites were taken down piece by piece,and then moved and put back together again in a place where they were safe from the water.Activity 6 Read the fifth paragraph and answer the questions.1.What was the result of the project?____________________________________________________2.Why was it a success____________________________________________________Suggested answers:1.It was considered a great success.2. Not only had the countries found a path to the future that did not run over the relics of the past,but they had also learnt that it was possible for countries to work together to build a better tomorrow.Activity 7 Read the sixth paragraph and answer the questions.1.What's the spirit of the Aswan Dam project?_____________________________________________________2.Why did Egyptian turn to the UN for help?_____________________________________________________Suggested answers:1.The spirit is to prevent world cultural heritage sites from disappearing.2.Because if a problem seems too difficult for a single.StepⅡ Analyzing the situational context.Finish the timeline with the information from the text and tell me how the text is developed.Thread:________________________________________Transition:______________________________________Therefore, the text is developed in ______________ order, and its purpose is to______________.Activity2 Main ideaBased on the above analysis, we can find out the main idea of the text is about_____________________________________________ .Activity 3 RelationshipWhat is the role of relationship involved in the text?Activity 4 ConclusionField:_____________________________________________________________ Tenor:____________________________________________________________ Mode:____________________________________________________________ Suggested answers:Activity 1 1959:The government asks the UN for help.1960:The project starts.1961:The first temple is moved.Over the next 20 years:The temples and cultural relics are being rescued.1980:The project is completed.Thread:different time stagesTransition:the progress of rescuing the templesTherefore,the text is developed in time order,and its purpose is to illustrate.Activity2 the rescue of the templesActivity3 The Egyptian government, the UN, together with the governments and environmentalists from around the worldActivity 4 Field: To tell readers the process of rescuing the temples.Tenor: The Egyptian government, the UN, together with governments and environmentalists from around the world.Mode:In chronological/time order and Problem-Solution Pattern.Step Ⅱ Pragmatic Analysis& Critical ThinkingActivity 1 Pragmatic Analysis1.There are so many cultural relics to be rescued. When we rescue them and have problems, what can we learn from the passage?_________________________________________________________________2.Who do you think its target readers are?_________________________________________________________________ Activity 2 Critical Thinking1.A lot of money was spent to protect the temples. Do you think it wasworthwhile? Why?_________________________________________________________________2.Why do you think so many countries contributed funds and offered help to the Egyptian project?_________________________________________________________________ Suggested answers:Activity 11.If the problem is too difficult for a single nation,we can turn to the global community for help. Cultural relics need the protection of the whole world.2. Its target readers may be those who are interested in protecting cultural relics.Activity 21. I think it was worthwhile to spend money on protecting the temples because their value is priceless in terms of cultural heritage.2.I think that many countries helped because Egyptian history and relics are world-famous and are highly valued around the world as part of our shared cultural history.StepⅡ Homework:Review what we have learned and find out the key language points in the text.。

Part 1 Teaching Design第一部分教学设计Period 1 A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)IntroductionIn this period, after the warming up, students will first be guided to look and say about the Amber Room. Then they will be helped to read a narration entitled IN SEARCH OF THE AMBER ROOM. It’s a story about a amber room built and lost, which has been a puzzle for all.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. Objectives■To help students learn to ask for opinions and give opinions■To help students learn to read a text about cultural relics■To help students better understand “cultural relics”■To help students learn to use some important words and expressions■To help students identify examples of The Restrictive and Non-Restrictive Attributive ClauseAidsMultimedia facilities, tape-recorder, photos, diagrams1. Warming up⑴ Warming up by definingGood morning, class. This period we are going to take Unit 1, Book 2. The topic is Cultural relics. But first, I’d like to ask:A.What kind of old things can be called cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?⑵Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation — to make a difficult choice?2. Pre-reading by looking and sayingLook at the photos here. What do you know about the substance of “amber”? What do know3. Reading aloud to the recordingNow please listen and read aloud to the recording of the text In Search of the Amber Room on page 1. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.4. Skimming and identifying the general idea of each paragraphThis passage on page 1 is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense. Now please skim the text to get the key words and general idea of each paragraph.Go on to make a tree diagram of the text and try to retell the text in your own words6. Reading and underlining Next you are to read the or collocations in the passage. Copy them to your notebook after class as homework.7. Reading and transferring informationRead the text and learn more about the following proper nouns. You can surf on the9. Having a discussionA.Can you imagine the fate of the Amber Room? What is it?。

Unit1 Cultural RelicsThe first periodWarming up and readingTeaching Goals1.Knowledge goals1) Get students to learn the useful new words and expressions.a. Important words and phrasesculture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2This was a time when the two countries were at war.P2There was no doubt that the boxes were then put on a train for …..P2After that , what really happened to the Amber Room remains a mystery.P2I think highly of those who are searching for the Amber Room.2) Let students learn about the history of the Amber Room.2. Ability goals1) Let students read the passage In Search of the Amber Room to develop their reading ability.2) Enable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the students learn how to talk about cultural relics and stimulate their sense of protecting cultural relics.Teaching Important Points1) Let students read the passage In Search of the Amber Room and learn about the story of the Amber Room.2) Get students to learn different reading skills.Teaching Difficult Points1) Enable students to learn to talk about cultural relics and what should be done with them.2) Develop students’ reading ability.Teaching Methods1. Task-based teaching and learning2. Group discussion and cooperative learning3. Multi-functional teaching equipmentTeaching AidsA recorder, a projector, and some slidesTeaching ProceduresStep 1 Leading-inCooperative learning:1.Do you know these famous places? If you know, what do you know aboutthem?2.Which one do you like to visit? Why?3.What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there)4. In your opinion, what are cultural relics?2. Show some pictures of some famous cultural relics.(1) The Great Wall (2)The Pyramids in Egypt(3)The Tai Mahal (In India (4) The Sydney Opera (In Australia) (5) The Great Barrier Reef (In Australia) (6)The Big Ben (In England)Step 2 Pre-reading1. Ask students to predict what the passage is about according to the title and the picture.2. Suppose one of them got lost, how would you feel and what will you do with it? (Try our best to find it; Protect the others in order that they will not get lost; Rebuild a new one if we really can’t find it)Step 3 ReadingTask 1: Fast reading1.Answer the following questions:1)Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)2) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)2. Skim the text and complete the exercises of Comprehending.①Keys to Ex11. The king of Prussia who gave the Amber Room as a gift to Russia was_______.A.Frederick IB. Frederick William IC. Peter the GreatD. Catherine II2. The king of Prussia gave the Amber Room to Russia because_____.A.he wanted to marry Catherine II.B. he was kind.C. he needed better soldiersD. he wanted to make friends3. The Amber Room was stolen by______.A.Russian soldiersB. German soldiersC. People in KonigsbergD. People in St Petersburg4. In 1941, the city of Konigsberg was in ___.A.GermanyB. RussiaC. SwedenD. France5. The Russians didn’t hide the Amber Room because ______.A.they were at warB. the couldn’t find a placeC. the German soldiers arrived too soonD. no train could take it awayT or F questions:( ) 1. The Amber Room was not easy to make.( ) 2. Catherine II didn’t like everythi ng about the Amber Room when she first saw it.( ) 3. The Amber Room was taken to Konigsberg and hidden there in 1941. ( ) 4. The Russians didn’t care about the Amber Room.( ) 5. The Russians don’t think the Amber Room will ever be found.Task 3: Intensive reading Main idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time (CatherineⅡ had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World WarⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step 4 Discussion1. Do you think if it is worthwhile to reproduce the amber room? Why?2.What should we do to protect our cultural relics?Step 5 ConsolidationGive students some key words and expressions on the blackboard and let them retell the story.Step 6 Homework1. Learn the useful new words and expressions by heart.2. Read the text again and underline some different word and sentence structures for them.。

Reading and WritingTeaching content: 人教版高中英语必修2I.Teaching objectives:After learning this lesson, students will be able to1. Learn how to have a debate and write a debate report.2. Understand the law on the protection of cultural relics.II.Important and difficult points:1. Important point: Master the way to express own ideas.2. Difficult point: Debate logically.III.Teaching aids: Blackboard and PPT.IV.Teaching methods: Task-based methodV.Teaching procedures:Step 1. Reading (15min)First let students read the letter and find out the writer’s opinion about what should be done with the cultural relic that has been found.T: Who is the writer?S1: A student at a high school in Berlin.T: What’s his opinion? Where can you find it?S2: The last sentence in the letter: So I think that those who find Amber Room should decide what do to with it.T: What’s his reason for that?S2: His reason is that the search has cost the hunters a lot of time and money.T: By the way, what does “think highly of” in the first line mean?S3: It means to admire or respect someone or something.think highly / much / well of…=sing high praise for…think little / nothing of…e.g.The headmaster thought highly of me for my good performance.e.g.The little boy was well thought of by them.He thought nothing of walking 40 miles.走40英里, 他不当回事。

人教版必修二Unit 1 Reading and ThinkingFrom Problems to Solutions教学设计I. Textbook AnalysisThe lesson focuses on the reading and thinking passage titled "From Problems to Solutions," which is an expository text discussing how to address challenges through innovative solutions. The text takes the construction of the Aswan Dam in Egypt as an example, illustrating the process of identifying problems, seeking solutions, and achieving success.II. Learning ObjectivesLanguage Skills:Students will be able to read and understand the passage independently.They will be able to summarize the main ideas and details of the text.Grammatical Knowledge:Students will review and practice using past participles as attributives and object complements.They will learn and apply new vocabulary related to the topic, such as "proposal," "protest," "investigate," etc.Thinking Skills:Students will develop critical thinking skills by analyzing the problem-solving process in the text.They will learn to apply the problem-solving model to real-life situations.Cultural Awareness:Students will gain insights into the cultural and historical context of the Aswan Dam project.They will appreciate the importance of international cooperation in addressing global challenges.III. Teaching ProceduresStep 1: Lead-in (5 minutes)Ask students what they know about Egypt and its famous landmarks. Introduce the Aswan Dam and its significance, setting the stage for the reading passage.Step 2: Pre-reading Activities (10 minutes)Activity 1:Provide students with a list of new vocabulary related to the text and have them predict their meanings based on context clues.Activity 2:Have students read the title and the first paragraph of the text, and ask them to predict what the rest of the text will be about.Step 3: While-reading Activities (20 minutes)Activity 1: Have students read the text silently and underline key information related to the problem (construction of the Aswan Dam and potential damage to cultural relics) and the solution (establishment of a committee, international cooperation, and successful relocation of temples).Activity 2: After reading, ask students to answer comprehension questions such as:1.Why did the Egyptian government want to build the dam?2.What was the main concern of the protesters?3.How was the problem eventually solved?Activity 3: Have students work in pairs to create a mind map summarizing the problem-solving process in the text.Step 4: Post-reading Activities (15 minutes)Activity 1:Discuss the importance of finding a balance between economic development and cultural preservation. Ask students to give examples of similar challenges faced by other countries.Activity 2:Have students read paragraphs 1, 2, and 6 again and discuss the main idea of the text. Guide them to understand that big challenges can sometimes lead to great solutions.Activity 3:Write a short paragraph (60-80 words) summarizing the text based on the mind map they created. Encourage students to use the new vocabulary and grammatical structures learned in the lesson.Step 5: Language Focus (10 minutes)Review and practice using past participles as attributives and object complements with examples from the text. Have students create their own sentences using this structure.Step 6: AssignmentHave students research another example of a problem-solving project and write a short report on it, emphasizing the problem, the solution, and the importance of cooperation.IV. AssessmentFormative Assessment:Observe students during class discussions and activities to assess their understanding and engagement.Summative Assessment:Evaluate students' written summaries and homework assignments for accuracy, coherence, and use of new vocabulary and grammatical structures.。

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Unit1 Cultural RelicsReadingI.Teaching content: 人教版高中英语必修2 Unit1 Cultural Relics P2 In Searching of the Amber Room(Theme: man and society)II.Teaching objectives:After learning this lesson, students will be able to1. Learn the history of the Amber room.2. Exercise reading skills: predicting, skimming, scanning, careful reading and summarizing.3. Understand the importance of cultural relics and protecting them.4. Develop the ability to give opinions through group work.III.Important and difficult points:1. Important points: Learn the history of the Amber Room and retell it.2. Difficult points: Try to give opinions fluently.IV.Teaching aids: Blackboard and PPT.V.Teaching methods: PWP modelVI.Teaching procedures:Step 1. Lead-in (5min)T: How about your holiday? Did you have a trip?S:T: In this National Day holiday, many people traveled Beijing. Because you know there was a grand military parade. But besides this, where else could they visit?S: Tian An Men, the Great wall, the Forbidden city, Yuan Ming Yuan, Tsinghua University, the Temple of Heaven…T: （长城、故宫等图片）We can call them cultural relics. So according to these pictures, could you tell me what the meaning of cultural relics is? Or give me some words to describe it?S: architectures, old, rare, valuable, represent history…T: Good job! Here, I want to share a definition of the cultural relic.“A cultural relic is something that has survived for a long time, often a part of something old that has remained when the rest of it has been destroyed; it tells people about the past.”S:T: Now we know what exactly a cultural relic is. Here are some pictures.（国内外文化遗产的图片）Please judge whether they are cultural relics.S:T: So cultural relics are not just architectures or works of art. They can be anything that are symbols of history.[Justification: This step is to grasp students’ attention, stimulation their interest in the topic. And students can learn the definition of the cultural relic.]Step 2. Pre-reading (2min)T: There is a beautiful cultural relic——Amber Room. From its name, we can get that it is made by amber. So who knows what is amber?S: a kind of fossil, jewel, yellow rock…T: “a hard yellowish to brownish translucent fossil resin; used for jewelry”（琥珀图片）S:T: Look at the title of the passage. What’s the meaning of “in search of”?S: find, look for…T: Yes. But why people use this phrase? Could you guess what this passage talks about from the title?S1: Someone visit the amber room.S2: What happened to the Amber Room.[Justification: This step is to let students learn what the amber is and exercise their predicting abilities.]Step 3. While-reading (22min)1. SkimmingT: Wonderful guessing! Now let us find the answer from the passage. Please skim the passage and use one or two sentences to summarize the passage. 2 minutes.S: The story of the Amber Room.[Justification: This step is to exercise students’ abilities of skimming and summarizing the whole passage.]2. ScanningT: Scan the passage and complete the second exercise on P2. Please pay attention to the clues of the passage--- the time, country and character involved in the passage. You can use straight line, circle or wavy line to mark. 3 minutes.S:[Justification: This step is to exercise students’ abilities of scanning and summarizing the main idea of each paragraph.]3. Careful-readingT: Now let’s try to answer these questions.(1)T: “How was the Amber Room made?” Skim the first paragraph again and complete the table.1 minute.T: Do you remember the clues I mentioned before?S: Time, country, character.What time is mentioned in the passage?S: Four. 1716, 1770, 1941, 2003.T: How many countries? And what are they?S: Three. Prussia, Russia and Germany.T: From the passage, we know that after 1941, the Amber Room is missing. So from then on, we don’t know where is it. The pay attention please. Think back to the title we just mentioned, so now do you know why the author use “in search of”? Because this amber room has disappeared. T: And how many characters are mentioned in the passage?S: Six/Seven.T: First person is?S: Frederick WilliamⅠ.T: Are you sure? First person who was related to the amber room is?S: FrederickⅠ.T: Good! Who is he? What did he have to do with the Amber Room?S:The King of Prussia. It is designed for his palace.T: Next person? Who is he?S: Frederick WilliamⅠ. The next King of Prussia.T: Why he got it?S: FrederickⅠpass it down to Frederick WilliamⅠ.T: And what did he do to it?S: Not to keep it. He gave it to Peter the Great.T: Who is he? And what did he do?S: The Czar of Russia. In return, he sent back a troop of his best soldiers.T: And then the Amber Room become what?S: The part of…T: And the next person involved was?S: CatherineⅡ.…T: In 1941, what happened and what happened to the Amber Room?S: War between Russia and Germany. The Nazi army stole it. And then it is missing.T: Answer the question using T/F. 1 minute.S:a. In 1941, the two countries Germany and Prussia were at war. (F)b. The Russians didn't remove the Amber Room but only the furniture and small art objects. (T)c. 1000 pieces of the room were put inside 72 wooden boxes and then put on a train for Konisgberg. (F)T: Recent years, what happened to the Amber Room?S: In 2003, it was rebuilt by Russians and Germans according to old photos of the former one.T: So as you can see, the history of the Amber Room is so amazing. Now please retell the history of the Amber Room in your own words according to the blackboard. Pay attention to the time, country and character. Prepare for it, 2 minute.[Justification: This step is to help students to learn the history of the Amber Room logically and in detail. At the same time, it can exercise their ability to extract useful information.]Step 4. Post-reading (10min)Group discussion/DebateT: I think you all are familiar with Yuan Ming Yuan in Beijing right? But we all know that it isn’t rebuilt as the amber room. So why faced with the similar destroyed cultural relics, but the choices are totally different? Is it worth rebuilding destroyed or lost cultural relic such as the Amber Room and Yuan Ming Yuan? Yes or Not? Give your opinions and reasons. I will give you 5 minutes to discuss with your classmates.[Justification: This step is to let students explore the meaning/value of the cultural relic, realizing we should protect them. And it can exercise their abilities to give opinions.]Step 5. Homework (1min)T: Good ideas of you all! Although you may have different opinions of rebuilding or not, you all agree that cultural relics are valuable. But now some of them are being destroyed. That is to say, some are in danger. So protection is urgent. Please write an article:1.Give your opinions about the value of cultural relics.2.Give some suggestions on how to protect them.3.At least 100 words.[Justification: This step is to let students realize that the importance of protecting and use their recent knowledge to express, preparing for next writing lesson.]VII.Blackboard-writing。

Unit1 Reading 教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on the main idea, some key details and the structure of the passage. While teaching, teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Learn some detailed information about the Amber Room.2. Improve students’ reading ability.3. Train students’ ability to grasp key information while listening.4. Train students’ speaking ability.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) 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.(2) Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.(3) This was a time when the two countries were at war.(4) There is no doubt that the boxes were then put on a train for Konigsberg ...教学过程Step 1 Lead-inT: Hello, everybody! As you know, we can usually get some information frompictures. Please look at the pictures and use the words in Unit 1 to describe them. (Students give their answers.)Can you imagine building a room using amber? Today we will get to know a mysterious amber room. Now watch a short VCR to get some brief information.Step 2 Reading1. SkimmingT: Read the text quickly, trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .T: Have you finished? If you find the answer, please put up your hand. Now let’s check up the answer.S1: Amber Room, Germany and Russia.T: Excellent. OK, class, just now you found out some simple facts about the text. Read the pas-sage quickly and. find out the main idea of each paragraph.Para.1: The Amber Room and itsParagraphs 2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber RoomT: Have you got the answers？Ss: Yes.T: All right. Tell me your answers.Ss: Para. 1: designParagraphs 2~3: The historyPara.4: The missingPara.5: The rebuilding2. ScanningA. Read through the text and decide whether the following statements are true or false.1. The Amber Room, which was a great work of art, was originally (起初) made to be a gift to the Russian people. ( )。

教学目标
让学生看懂文章，该文章是叙述类文体，要帮助学生理清文章线索，来龙去脉，了解有关琥珀屋的故事。掌握课文中出现的新课标要求的重点词汇和重点句型。培养学生概括文章段落大意的能力，理清文章篇章结构。培养学生根据课文标题猜测，预测课文内容的能力，促进有效阅读。树立文化遗产保护的意识。
教学重点和难点
帮助学生理解文段有关琥珀屋历史的来龙去脉，人物关系。理解文章结构和细节。熟悉文章内容，琥珀屋的历史。文章中出现的重点词汇短语，句型，语法知识点。
见图片
The making of the amber room
Thegivingof the amber room
The changingof the amber room
Thelosingof the amber room
Therebuildingof the amber room
学生学习活动评价设计
让学生首先对琥珀屋有一个感性的了解什么是琥珀什么是琥珀屋
教学环节
教师活动
预设学生行为
设计意图
第一步导入
第二步快速阅读
第三步仔细阅读
第四步读后活动summary
向全班学生提问have you ever seen a piece of amber？
向学生展示几张琥珀的图片，请学生根据图片概括出琥珀的外形特点。
学生基本都能参与进来，阅读活动任务循序渐进，活动方式多样，比较容易吸引学生兴趣。但是有些还是有一定难度。教学设计没有很好的考虑时间分配。整堂课下来，学生应该对琥珀屋的历史有所了解，也理清文章结构
教学反思
教学设计没有很好的考虑时间分配。内容没有有所侧重。重难点不突出。没有以学生为主体，进行有效的互动，合作学习策略在本堂课体现较少。

人教版英语必修二Unit 1 Reading教学设计一、教学内容分析In search of the Amber Room是人教版英语必修二第一单元Cultural Relics的第一篇阅读文章。

这一单元主要涉及到与文化遗产有关的一些知识，如文化遗产的定义、特点、如何更好地保护好文化遗产等。

学生在学习了必修一五个单元的内容后，已经初步掌握了一些基本的阅读技巧，对高中英语每个单元的构架、组织也有了一些了解，这些为这一单元的学习奠定了一些基础，学生在学习这一篇文章时就不是那么陌生和困难。

这一单元的reading部分通过给学生介绍琥珀屋的历史，来增加学生对文化遗产保护的兴趣、引起他们对文化保护的重视，同时也培养学生从整体上理解文章的能力和利用已有资源培养学生批判性思维的能力。

二、教学目标：知识与技能：（1）学习与文化遗产有关的词汇、短语；（2）学习迅速把握文章大意的能力；（3）学习流畅的朗读能力；（4）学习查找工具书解决疑问的能力。

过程与方法：通过提问和讨论，引导学生发现琥珀屋的价值，进而了解怎样去评价一件文化遗产的价值。

情感态度和价值观：（1）培养学生保护文化遗产的意识；（2）通过讨论，培养学生的合作意识和批判性思维能力。

三、教学重点和难点：教学重点：（1）学生能形成保护文化遗产的意识；（2）学生能快速阅读并把握文章重点；（3）学习与文化遗产相关的词汇。

教学难点：（1）学生能理解文章中出现的人物与琥珀屋的关系；（2）学生能合作复述文章内容。

四、教学用具：黑板，多媒体五、教学设计总体思路这一篇文章的教学主要以提问、布置任务的任务型教学和学生讨论的合作性学习为主。

课堂开始时通过提问的方式引导学生利用工具书来理解文化遗产的定义，站在广义的角度去认识阅读部分所讲述的文化遗产属于哪一类型。

然后通过图片呈现和一问一答的方式让学生了解文化遗产的价值。

此外通过布置任务的方式引导学生利用阅读技巧，了解文章段落大意。

通过仔细阅读，把握文章中所提到的历史人物和琥珀屋的关系，让学生意识到琥珀屋存在的历史价值，并通过小组讨论、合作的方式来巩固文章大意，进而为后面的开放式讨论奠定一定的理论基础。

沈美虹公开课教案人教版高一英语必修2 unit1 阅读课教学设计指导学生对课文材料的阅读和分析，掌握有效地阅读策略，切实提高学生的阅读理解能力，形成良好的阅读习惯。

Reading ： In search of the Amber Room一、教学目标（1）知识目标：让学生了解琥珀屋的相关历史，并熟悉本课的重点词组和句型。

（2）能力目标：提高学生的阅读能力，形成快速获取信息和处理信息的能力。

（3）情感态度目标：通过自主学习和合作学习，培养学生热爱文化遗产﹑保护文化遗产，尊重人民智慧的意识。

二、教学设计（1）教学思路整个教学过程以“以学生为学习主体”为设计理念，采用设置任务和小组讨论的形式组织教学，将学生的自主学习调动起来并把这样的活动作为课堂的主体，引导学生完成学习任务。

（2）课前准备：要求学生利用阅览室和网络收集有关琥珀屋以及世界著名文化遗产的信息资料，并预习课文 In search of the Amber Room。

完成课后练习一和练习二，以便更好地解读课文。

三、教学过程Step I Lead-in (3分钟)使用多媒体展示四张图片：图1. the Great Pyramid in Egypt ，图2 .the Great Wall in China，图3.the Forbidden City in China，图4. Stonehenge in England，请同学们猜出汉语名称。

[设计说明]使用多媒体播放图片，形象、直观、生动，能吸引学生的注意力，激发学生的兴趣。

同时，对学生的课前预习有所了解。

StepⅡ Skim the reading passage and then answer.(6分钟)学生在课前预习的基础上浏览全文，并回答问题:①、Why is it called the Amber Room?②、Check Exercise One and Exercise Two on Page2 of the Students’ Book .In September 1941, a time when Germany and Russia were _______.The Nazi army _____ the Amber Room. After that, what happened to the Amber Room remains _________. Recently, the Russians and Germans ________________Amber Room after __________ old photos of the________ Amber Room.[设计说明] 让学生在教师的帮助下，根据全文，能熟练掌握并且灵活运用本课学到的词组、单词，实现自如表达语言的愿望。

●the following paragraphs: evidence given by _____________________________
Step 3. Detailed reading
● Read Paragraph 2 and find the main idea as well as the supporting details:
● Boy missing, police puzzled It’s about ________________
● Read through the first paragraph to find out the following information:
when______________________; where______________________; who________________; what______________________; how_____________________; why____________________
A. the lost boy was 15 years old
B. the police advised them to do so
C. the disappearance might have something to do with the UFO and the alien
D. all of the above
Teaching methods
Explaining and practising
Teaching aids
The multi-media
PPT
prepared
Teaching Procedures

Unit1 Reading名师教学设计By Wang Yumin Yan’an, Shan xiI. Teaching Objectives1. Knowledge Objectives1.1 To understand the text by using some reading skills, such as skimming and scanning.1.2 To know the type of the text.2. Ability ObjectivesTo develop s tudents’ critical thinking ability.3. Moral Objectives3.1 To develop students’ positive attitude towards going to college.3.2 To help students develop critical thinking ability and have a clear understanding about facts and opinions which can prevent them becoming blind readers.II. Key Points1. To distinguish facts and opinions.2. To understand the logical structure of the text.III. Difficult Points1. How to use different reading skills to get, assess and evaluate information.2. Argue against the writer’s opinions logically and reasonably.IV. Teaching Methods1. Task-based language teaching and communicative teaching method areadopted in this lesson. The task is to get the structure of the text. By means of TBLT and communicative teaching method, students are involved and engaged in the task and classroom activities, and therefore they can learn more about the text.2. Teaching Aids: An elaborate PPT, a blackboard, chalks, a projector, a computer.V. Learning Methods1. Reading strategyStudents need to develop some reading strategies such as skimming, scanning, summarizing information, and so on. In this lesson, students are instructed to develop the above mentioned reading strategies.2. Resource strategySince the reading part tells the topic of going to colleges, it’s necessary for students to search some background information about it.VI. Teaching ProceduresStepⅠPre-reading1. Check the self-learning of new words.2. Conversation-based leading to the topic of going to college.Q1. Do you study hard everyday? Where will you be after three years?Q2. Where do you want to go for college?Q3. Do you prefer colleges in another town, city or country?【Purpose】Self-learning is a good way to remove the barrier in reading. conversation-based leading is a natural way to guide students to the topic of going to college.StepⅡ While-reading1.Read for opinions. (skimming)Task: Skim the passage, find out the topic sentence and answer the following questions.Q1. What’s the writer’s opinion on go ing to college in each paragraph?Q2. Where can you find the topic sentence in each paragraph? And what is it?Q3. Can you summarize the topic sentence of each paragraph in no more than three words?【Purpose】Skimming is an effective reading method to grasp the main idea of a certain text, which aims to develop students’ ability to search for information as quickly as possible.2.Read for reasons. (scanning)Scan the first /second paragraph again carefully, find out the reasons and fill in【Purpose】Scanning can help students to get many details in reading, which greatly enhances students’ understanding of the structure of the text.3.Read for thinkingThink about the following questions.①What is the purpose of writing this passage? Is it positive or negative thinking?② Is this a passage based on opinions or facts?③ What are the differences between opinions and facts?【Purpose】Letting students reflect the purpose of this passage is a good way to lead to the differences between facts and opinions. Therefore, they can identify facts and opinions in later days.4.Read for extensionA fact or an opinion? ( Refer to page5 in Using language of Unit 1)Tip: When we do reading, please don’t be too hasty to blindly accept one’s opinion, despite whatever and however somebody says.【Purpose】Based on the passage we’ve read, it’s time for students to identify what is a fact and what is an opinion. If necessary, the teacher can give examplesto show the differences between facts and opinions.Step Ⅲ Post-readingRead for discussionHave a group discussion about the following questions.Q1. Do you agree with the writer?Q2. Are his reasons persuasive?【Purpose 】Group discussion is a sound way to collect other’s ideas and share the ideas with the rest of the class. The second question aims to cultivate students’ critical thinking, which helps to foster their own opinions. The teacher needs to listen to students’ ideas first, then share their ideas with the students.Step Ⅳ Homework1. Polish your passage and share yours with others.2. Try to evaluate your partner’s writing according to what we’ve learned in thisclass.【Purpose 】This homework is designed to con solidate what they’ve learned in class and practice it in future learning.Ⅶ. Blackboard DesigningOpinionReasons(Supporting details)Conclusion。

必修二Unit1 Cultural RelicsReading: In Search of the Amber RoomTeaching aims and denands 教学目标●Learning important points✧To talk about the history of the amber room✧To improve the students’reading abilityHelp students learn the structure and the content of the reading passage.Learning difficult points✧Enable the students to express their ideas logically.✧Enable the students to learn how to give their opinions.●Learning methods✧ Task-based teaching and learning✧ Cooperative learning✧ Discussion●Learning aids✧The multi-media and other normal teaching tools●Learning aims✧Knowledge aims:Get the students to learn the useful new words and expressions in this passage To learn about some details in the history of the amber room.✧Ability aims:Get the students to know the history of amber roomEnable students to give opinions on rebuilding lost cultural relics.Emotional aims:Get the students to learn the cultural relics●Learning proceduresTeaching procedures and ways教学过程Step 1Step 2 lead-inT: Do you know what are cultural relics? （have the students appreciate ）four pictures.Ss: They are all cultural relics.T: Look at these picture and discuss with your deskmate. describe the features of cultural relics using this sentence: Cultural relics are something that…T:Now look at these pictures, what are they ?Ss:They are things made of amberT: as we all know, amber is very rare and precious. Can you imagine here’s an entire room made of amber? Let’s appreciate some pictures.Today We will get to know more about the wonderful Amber Room in this class.Step 3 ReadingTask 1 ScanningRead the text quickly and find out the main idea of the passage: (5min.)✍ It tells us the strange history of the amber room, a cultural relic of two countries: Russia and Germany. ✍ main idea of each paragraph (4min.)Para1. The amber room and its designPara2-3. The history of the amber roomPara4. The missing of the amber roomPara5. The rebuilding of the amber roomTask 2 SkimmingRead the passage quickly and find out characters, years and places in the passage. (clues 线索)(3min.) characters: Frederick I, Peter the Great, Frederick William I, Catherine II.Background information:Frederick I: the first king of Prussia.Frederick William I: the next king of Prussia.Peter the Great : the Czar of Russia.Catherine II: the female Czar of Russia.years: 1716, 1770, 1941, 2003.places: Prussia, Russia, Germany.Task 3 Careful readingRead the passage carefully and answer the following two questions:1) What did these four characters do to the amber room?2) What happened in these four years( 1716; 1770; 1941; 2003)Para1. (3min.)✍ What was the amber room made of?Several tons of amber was were used to make it. It was also decorated with gold and jewels.✍ How many years did the artists take to make the amber room?It took about ten years.Para2. (5min.)✍ For what reason was the amber room first designed?It was first designed for the palace of Frederick I.✍ What did Peter the Great give in return?A troop of his best soldiers.✍ What was the amber room used for when it belonged to Peter the Great?It served as a small reception hall for important visitors. Q2: What happened to the Amber Room in 1716?Frederick William I (the king of Prussia) 1. his in St Petersburg2. a small for important visitors.as a gift of friendship gave to in return to served as(the Czar)Sent him his best soldiersPeter the Great a troop of winter palace reception hallPara3. (2min.)✍ What did Catherine II use the amber room for?She spent her summers in the amber room.✍ What could you see in the amber room after it was completed?Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Para. 4：the missing of the Amber RoomTime :Event:1941.9Russia(the Russians)Nazi Germany (the Nazis)at war stole .the Nazis arrived sent it to Konigsberg.After that ,whathappened to theAmber Roomwas .were only able toremove .furniture and small art objects the Amber Room a mystery (5min✍ True or False( T ) Germany and Russia were at war in 1941.( F ) All things in the Amber Room were stolen.( T ) The Nazis stole the Amber Room within two days. Para5. (3min.)✍ Who have built a new amber room?The Russians and Germans.✍ How old is St. Petersburg now?312 years old now.Post-readingSumming up1. Characteristics: in the order of time; the past tense. (2min.)2. The clues of the story. (3min.)一、Homework (1min.)1. Retell the story and write it in your exercise book.Clue: built→gave to sb. As a gift→added more details→stolen→lost→rebuilt2. Find out the 7 attributive clauses in the reading passage, write it down in your exercise book, 并标出定语从句部分以及先行词、关系代词/关系副词。

M2 Unit1 Cultural HeritageReading and ThinkingMotto: Heritage is our legacy from the past, what we live with today and what we pass on to future generations.——World Heritage Center【学习目标】1.To learn different reading skills and understand how a problem was solved.2.To understand the importance of the protection of the cultural heritage.【重点、难点】Understand the importance and necessity of the protection of the cultural heritage.【导学流程】一、基础感知Pre-reading：Read the title and look at the photos or video. What do you think the text is about?________________________________________________________________________________While-readingTask 1Read the text again and answer the questions.(1). How were the temples and other cultural sites saved?________________________________________________________________________________(2). How long did it take to complete the project?________________________________________________________________________________Task 21. Why did the Egyptian government attempt to build the Aswan Dam? ( )A.To produce electricityB.To control floodsC.To supply water to more farmers in the areaD.All of the above2. Why did the building of the Dam lead to protests? ( )A.It will damage the fieldsB.It will cost a lot of moneyC.It will damage the cultural relicsD.It will damage the natural environment3. How did the government save the cultural relics? ( )A.By stopping the projectB.By moving them to a safe placeC.By repairing cultural relicsD.By calling for donation4. What can be learned from the Aswan Dam project? ( )A.It is not suitable for the present timeB.The protection of cultural sites is easyC.The cooperation can solve difficult problemsD.The cultural heritage sites are disappearing because of constructionPost-reading:Finish the timeline with the information from the text and tell me how the text is developed.1950, 1960, 1961, over the next 20 years, 1980________________________________________________________________________________Discussion and summary.________________________________________________________________________________ ________________________________________________________________________________探究疑惑：________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________。