Teaching Plan 胥清静

2020小学二年级英语教案（第四册）how do you feel_050文档EDUCATION WORD小学二年级英语教案（第四册）how do you feel_050文档前言语料：温馨提醒，教育，就是实现上述社会功能的最重要的一个独立出来的过程。

其目的，就是把之前无数个人有价值的观察、体验、思考中的精华，以浓缩、系统化、易于理解记忆掌握的方式，传递给当下的无数个人，让个人从中获益，丰富自己的人生体验，也支撑整个社会的运作和发展。

本文内容如下：【下载该文档后使用Word打开】TeachingplanTeachingplanOxfordEnglish4AP17SayandactCindyProcedures:1、Pre-taskpreparation:Pre-taskpreparation:Warmingup:Singasong:<Areyouhappy>Dailytalk:e.g.Howareyou?Whatcanyoudo?Whatcansh e/hedo?….e.g.Howareyou?Whatcanyoudo?Whatcanshe/hedo?….2、While-taskprocedure:While-taskprocedure:Askthequestion:T:Howdoyoufeel??S:I’m…S:I’m…S;Howdoyoufeel??T:I’m…T:I’m…StudentspractiseinpairsStudentslookattheflash:Teachthenewwords:tiredfull4)Teacheraskaquestion:Howdoeshe/shefeel??Studentsanswer:She/Heis…Studentspractisethedilagueingroups(threeingroups) Studentspractisethedilagueingroups(threeingroups) Playaguessgame:Inviteastudenttothefrontandactandletothersguess Inviteastudenttothefrontandactandletothersguess S:HowdoIfeel?S:HowdoIfeel?S:Areyou…?S:Areyou…?6)Listentothetapeandfinishthetables3、Post-taskactivityPost-taskactivityStudentsreadthetextafterthetapeStudentsreadittogetherStudentsreadingroups教学说明：四年级的学生在英语的学习过程中有了一定的语言基础，因此在教学中可以运用新旧知识的迁移来帮助学生尽快掌握所学的语言知识。

教学计划初一英语2011，02，25教学计划内容概说：学法方面。

经过初中一年级上学期英语学习，大部分学生的英语听说读写能力已经得到了一定程度的提高。

但是，部分学生的学习方式方法还需要进一步改正和规范。

比如，单词记忆还机械地罗列字母顺序，不能从发音，字母组合，形似词，同义词，反义词以及单词应用等方面来多角度识记。

因此，进一步学习科学的英语学习方法仍然本学期的一项重要内容。

语音方面。

本学期语音学习的要求也有了一些变化，开始从上学期的单个音向语句音转变，所以，朗读训练还要进一步坚持。

语法方面。

本学期的语法内容比较多，一共有四项，现在进行时，一般将来时，一般过去时以及形容词和副词比较级。

因此，语法学习是本学期的重点，也是难点。

能力方面。

听力训练还要落到实处，争取每节课都有专门的听力训练时间。

同时，由于学生在词汇和语法方面有了一定的提高，本学期可以适当进行一些阅读训练。

Part 1 指导思想：1．挤时间。

备课时，精选要点，精选例句。

力争使课堂更加紧凑。

在进行新知识点的同时，注重旧知识点的浮现率，最好利用知识的正迁移来学习新的知识点。

2．降难度。

备课时，认真筛选，去除不必要的拓展，使知识点更贴近中考。

教研组内要集思广益，群策群力，同时必须注重各个班级的客观实际因材施教。

3．自主学。

备课时，为学生准备下节课的纲要，并使之成为家庭作业的一部分，这样，学生课前预习能够有的放矢。

而且，在课堂上，教师要按时检查，以督促学生按时完成。

Part 2 实施措施：1．语法方面，以教材为基础，通过例句-精讲-操练-归纳这一过程进行训练。

例句要立足于生活，讲解要力求多角度，操练要达到全员参与，归纳要实现由学生到老师。

2．词汇方面，课前教师必须正音，强调单词记忆的科学顺序：发音-拼写-释义。

而且，重点词在认识记忆的同时，应该适当加以应用，使单词掌握与句子应用结合起来。

3．阅读方面，充分利用教材，阅读时，应该及时揭示和强调阅读技巧的重要性。

精品教学教案设计| Excellent teaching plan教师学科教案[ 20–20学年度第__学期]任教学科： _____________任教年级： _____________任教老师： _____________xx市实验学校精品教学教案设计| Excellent teaching plan一年级 ( 上册 ) 《道德与法治》教学设计1、说说我自己第一课时教学要求：1.学习清楚、大方地介绍自己，在介绍中感受到自己的成长；2.培养学生乐于和同学、老师交往的情感，初步体验作为集体生活中的一员的快乐。

教学重、难点：知道从哪些方面清楚大方的做自我介绍教学准备：四个小动物头饰教学流程：一、导入新课1、老师自我介绍，与同学交朋友小朋友，欢迎你们来到我们学校，成为一名小学生。

我们以后要一起学习，你们遇到什么困难可以找我，我们还会成为好朋友呢！2、放多媒体动画片，给学生引见 4 个小动物。

有几个小伙伴，你们想不想认识？他们是谁呢？戴上头饰，康康熊、乐乐猴、爱爱鸽、创创鼠分别向大家作自我介绍。

二、合作学习。

1．小朋友，你们已经认识了老师和 4 个小动物，你们同学之间还不熟悉，想相互认识一下成为新朋友吗？你想了解新朋友些什么呢？2.指名说一说，在讨论中接机指导可以从哪些方面进行自我介绍。

3.划分学习小组。

4.小组内依次进行自我介绍。

三、小组展示 , 师生评议1.游戏：网小鱼先学儿歌：游啊游，游啊游，游到网边快快跑。

跑不掉，被逮着，开开心心作介绍。

被网到的“小鱼”上台作介绍2.进行评议（从台上的行为表现和介绍的内容等方面评议）。

四、教师总结，评价提升1.小结本节课内容。

2.学儿歌：拍拍手、拉拉钩，我们成为新朋友；拍拍手，拉拉钩，我们都是好朋友。

五、作业设计回家向爸爸妈妈介绍一下自己认识的新同学。

六、板书设计第二课时教学要求：1、知道自己是怎么来的，初步了解生命的科学起源，激发学生感恩生命给予者（父母）；2、通过集体游戏，介绍自己的爱好、特长，培养学生认识自我、悦纳自我。

大班英语优质课教案《TeachingPlan》一、教学目标1.学生能够听懂、说出并认读26个英文字母及其对应的音素；2.学生能够运用所学知识自如地进行字母拼读、单词拼写；3.学生能够初步理解并使用简单的英语日常用语。

二、教学内容1.字母认读：•同学们认识26个英文字母，能够用正确的发音读出字母的名称，例如：A, B, C…Z；•同学们能够通过所学的字母表快速找到想要的字母并说出它的名称。

2.字母拼读：•同学们学会了如何通过字母的发音拼出一个单词，例如：cat, dog, bat；•同学们能够听到老师念出一个单词后快速拼读它，并说出单词的意思。

3.日常用语：•同学们学会了如何使用简单的日常用语，例如：hello, goodbye,thank you；•同学们能够听懂老师使用这些日常用语，并能够正确地使用它们进行交流。

三、教学方法1.情景模拟法：•因为同学们还没有到英语言的基本功夫阶段，因此在让同学们进行字母学习的时候，我们采用自然拼音法进行，同时将字母进行归类，像ABCD发音一样归类。

•在学习日常用语的时候，老师会与同学们进行互动，通过情境模拟来让同学们能够更好地理解并使用这些日常用语。

2.游戏教育法：•在学习字母拼读的时候，我们采用游戏的方式来进行教学，比如Bingo小游戏，配合声音和图片，帮助同学们快速地记忆和拼读单词。

3.归纳法：•在学习字母和日常用语的时候，我们采用归纳法，即将学习内容进行分类，将字母和日常用语分别进行汇总，方便同学们进行对照和记忆。

四、教学步骤1. 字母认读1.听老师读出26个英文字母的名称，同学们跟读；2.分组比赛，根据老师所说的字母名称，第一个跟读出来的小组获胜；3.学生自由读出由老师即兴出现的随意字母。

2. 字母拼读1.老师播放音频，让学生们听声音，说出音频中的每个单词中的字母；2.BINGO小游戏，根据音频快速拼读单词并标记；3.学生自己编写单词进行拼读及说出意思。

Unit 4 Teaching plan1, Teaching Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2, Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,th ey need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies :Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.The First PeriodAims and Demands:Key vocabulary, How do you get to school ? How does he get to school ? Teaching methods :Listening Writing PairworkTeaching Aids :A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IIN ow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together ./search?q=%B0%CB%C4%EA%BC%B6%C9%CF%DStep IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a. /i?word=%BD%BB%CD%A8%B9%A4%BE%DF&opt- Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard Design。

Teaching Plan2015.4Teaching content: Working the Land Reading IL Teaching Aims:★Language:1). Students will be able to accumulate some words and expressions related to agriculture or used to introduce a person by accomplishing the tasks.2). Students will be able to tell the differences between traditional and modern agriculture.2). Students will get to know about Dr. Yuan' s personal information through the reading tasks.3). Students will be more clear about how to introduce a person after reading the passage.★:Emotion & attitude:Students will realize the importance of Dr. Yuan' s achievements to man and his noble character.★Culture awareness:Students will be able to know better of the world hunger problem and people's role to fight with it. II.Teaching strategies:Task-based teachingIII.Teaching aids:Multi-media, etcIV.Teaching procedure:Step 1: Warming up1). Watch a short video and answer two questions, (individual work)QI: How many modern machines appear in the video?Q2: What can they do to help people?2). Discussion (pair work)QI: In what aspects is traditional agriculture different from modern agriculture?Q2: How do they differ in these aspects?Step 2: Pre-reading1). Watch a one-minute video and answer the following questions, (individual work)QI: Are you shocked? Describe what shocks you most.Q2: What idea flashes in your mind? / What do you think can help them most?2). Prediction (individual work)QI: What's the passage going to talk about with such a title?.Q2: If you're asked to introduce Dr. Yuan, what aspects will you write about?Step 3: Reading for structure (individual & pair work)What aspects are mentioned in each paragraph?Step 4: Reading for information (individual & pair work)1). Read para. 1 and finish the personal information card of Yuan2). Read para.2 and find out what happened in these years.3). Read para.3 and answer two questionsQI: What's Dr. Yuan's attitude towards fame and money?Q2: How does he spend his spare time?4). Read para.4 and describe Yuan's dreams.Step 5: Reading for thinking (group work)What kind of person is Dr. Yuan? Why?Step 6: SummaryStep 7: Homework1.Reread the passage fluently and try to appreciate the beautiful sentences.2.Write an awarding speech according to the given requirements.。

Teaching PlanTeaching PlanⅠ、Teaching AimsPart One Knowledge AimsHigh School English Grammar—Tense and V oiceTense classificationThere are 12 tenses in the College Extrance Examination.⑴Simple Present Tense do⑵Past Indefinite Tense did⑶Simple Future Tense will do⑷Present Progressive Tense be dong⑸Past Continuous Tense was/were doing⑹Future Continuous Tense will/shall be doing⑺Present Perfect Tense have/has done⑻Past Perfect Tense had done⑼Future Perfect Tense will/shall have done⑽Present Perfect Continuous Tense have/has been doing⑾Past Perfect Continuous Tense had been doing⑿Future Perfect Continuous Tense will/shall have been doingThe students should know all the 12 tenses and at the same time they must know how to use them.In the College Extrance Examination,students must choose A,B,C,D according to the knowledge they have learnt.Part Two Ability AimsStudents should improve their abilities of doing such kinds of problems.They should know any conditions of the using that all the 12 tenses.Part Three Morality AimsOn one hand,maybe students are poor at English and have the lower level.But in my view,I should be patient with the teenagers and try my best to help them improve their interests in English as much as I can.On the other hand,Ishould try to let the good students better and better.In the future,they will become a perfect one in English. Teaching Importance⑴Present Perfect Tense⑵Past Perfect Tense⑶Future Perfect Tense⑷Present Perfect Continuous Tense⑸Past Perfect Continuous Tense⑹Future Perfect Continuous TenseBecause the students have met the other six forms of tenses before.They know something about the tense.But to these new forms,we know little about them.Students should know how to use these forms.①In a long sentence,if ＂since＂, ＂for＂, ＂so far＂, ＂in the past fewyears＂, ＂up to now ＂appears,we will use Perfect Tense.②This (That/It) is the first /second/third time have done sth.③This (That/It) was the first/second/third time had done sth.④Hardly/scarcely/barely had done…when…⑤No sooner had done than…Teaching DifficultiesThe difference between Past Indefinite Tense and Present Perfect Tense.Because they are similar with each other.Both of them can explain things which has happened in the past.But they are different from each other.The Past Indefinite Tense just explains the things happened in the past time.The Present Perfect Tense not only explains the things happened in the past time,but also have the influence at present.For example :My uncle worked in the factory for many years.My uncle has worked in the factory for many years,so he is full of experience. Contrast the two sentences,the first one just said the fact that my uncle worked for the factory,but in the second one said he worked for the factory so he is full of experience,it is the influence of the work.That is the difference between them.When students complete such kinds of problems ,they should pay attention to the influence or the effects and choose the right forms of tensesTeaching AidsI will use Power Point to show what I want the students to know,also I will write some important parts of the Power Point to let the students more clear.Teaching MethodsStudents can work into groups and discuss about the tenses they know.Ask someone come to the blackboard to show their success.So students can learn from each other and learn more.Ⅱ、Teaching Course⑴RevisionI will ask some questions about what we have learnt from last class.And then I can check the students if they do some revisions after class,at the same time,I also can make a connection with the information about which I will teach next.⑵PresontationThe use of 12 tenses and voice.⑴Simple Present Tense do⑵Past Indefinite Tense did⑶Simple Future Tense will do⑷Present Progressive Tense be dong⑸Past Continuous Tense was/were doing⑹Future Continuous Tense will/shall be doing⑺Present Perfect Tense have/has done⑻Past Perfect Tense had done⑼Future Perfect Tense will/shall have done⑽Present Perfect Continuous Tense have/has been doing⑾Past Perfect Continuous Tense had been doing⑿Future Perfect Continuous Tense will/shall have been doing⑶PracticeDo some exercises according to the exercise book then I will give the answers and tellthem why we choose these.⑷ConsolidationWhat we have learnt this class.The use of 12 tenses .⑸HomeworkPlease complete the exercise books and I will give them the answers in the next class.Do some revisions and I will ask someone to answer my questions.Ⅲ、Blackboard Design⑴Simple Present Tense do⑵Past Indefinite Tense did⑶Simple Future Tense will do⑷Present Progressive Tense be dong⑸Past Continuous Tense was/were doing⑹Future Continuous Tense will/shall be doing⑺Present Perfect Tense have/has done⑻Past Perfect Tense had done⑼Future Perfect Tense will/shall have done⑽Present Perfect Continuous Tense have/has been doing⑾Past Perfect Continuous Tense had been doing⑿Future Perfect Continuous Tense will/shall have been doingFor example :My uncle worked in the factory for many years.My uncle has worked in the factory for many years,so he is full of experience.。

外研版初中英语八年级（下）教案Module 2 FriendshipThe Object Clause教学内容分析：本模块以友谊为话题，结合友谊，通过听力、对话和阅读材料的学习介绍宾语从句的用法。

本模块的语法练习活动重点在于对宾语从句结构和意义的理解和应用。

宾语从句是初中阶段较难掌握的，这需要老师很好地设计课堂教学活动, 以下教学设计将采用发现式语法学习法: 呈现---提问---发现---总结, 培养学生自主学习和综合应用的能力，并通过口头和笔头的练习给学生提供充足的体验运用知识的机会。

课型：Grammar Lesson教学目标：1. To master the basic use of the object clause with who, what, how, where, when and whether.2. To use the sentences of the object clause to listen, talk, read and write.Blackboard design:Module 2 FriendshipThe object clause宾语从句1. 定义：由一个主句和一个或一个以上的从句构成的主从复合句。

2. 语序: “主句＋连词＋宾语从句（主语＋谓语＋……）”3. 时态: 主句 (谓语动词) 从句 (谓语动词)一般现在时 ---------- 任何时态过去时 ---------- 过去时态(一般过去时、过去时、过去将来时或过去完成时)客观真理/自然现象 -------- 一般现在时* 4.特殊例子：1) I don’t know what’s wrong with her.2) Could you tell me what’s the matter?3) Do you know what has happened to him?4) I want to know what is in the box.5) I don’t know who is waiting for you. (我不知道谁在等你)区别：I don’t know who you are waiting for. (我不知道你在等谁)（附录1）Join these sentences with the right order:1) I can’t remember. What is her name?---I can’t remember ______________________.2) Can you tell me? Why are you often late for school?---Can you tell me _________________________?3) I don’t know. When will my father come back?---I don’t know___________________________.4) I want to know. How can I get to the library?---I want to know______________________________.(附录2）Choose the correct words to complete the sentences.1. ---Please tell me if / why you want to come to my party.---I’d love to come. Thanks!2. ---I don’t know how / why he did it.---I’ll show you.3. ---I’m not sure when / whethe r Tony will come or not.---No, he isn’t.4. --- I want to know how long / old he is.5. ---Do you know if / where the orchestra will play?---Y es, in the concert hall in town.6. ---Can you tell me that / who sings this song?---Y es, it’s Robbie Williams.7. ---Can I ask you if / why you like living here?---Because everyone is so friendly.8. ---Do you know w hen / what the next English club is?----Y es, it’s on Thursday, at five o’clock.9. ---Can you tell me how / when Sally is playing?---Y es. At ten o’c lock, I think.10. ----I’ve heard that / who our team won the match. Is it true?-----Y es, it is. Isn’t it wonderful!(附录3）Find out the sentences of the object clause in the text of Module 2 Unit1-2:1. Do you know if Sally Maxwell has arrived?2. I asked your secretary whether she could come or not.3. Can you tell me where you are from?4. But I don’t know who will come.5. Can I ask you if you miss the UK, or your relations?6. As a result, no one knew who I was.7. I didn’t know who he was.8. One day, I asked him why he smiled.（附录4）Fill in the blanks with the correct form of the words:1.He wants to know who he_________. (be)2.I asked him what he_________. (want)3.I’m interested in what she _____________.(say)4.I will tell you what we _________. (do)5. The teacher said that the moon _________ around the sun. (move)6. The radio says it ___________ cloudy tomorrow. (be)7. He asked what they ____________at eight last night. (do)8. The teacher told his class that light ______faster than sound. (travel)9. I think you _______about the relay race now. (talk)10. Can you tell me what they _____yesterday? (do)（附录5）Game 1: Have a competition, see who can do fastest and best:1. What will you speak at the meeting? Could you tell me?2. “Is he doing his homework?” Jim asked.3. “When will he come back?” Tom asked.4. “How can I get to the station?” I don’t know.5. “Why is the train late?” Would you tell me?6. “Where is Tom?” They ask.7. Are they waiting for their teacher? He asks.8. “Where he would live” He didn’t know.9. The teacher said that the earth goes round the sun.10. “What’s wrong with you ?” Father asked me.（附录6）Correct the mistakes, see who has the sharpest eyes:1. I want to know if he goes to the park with us.2. He asked when I like to go shopping with him.3. I don’t know if it is going to rain or not4. Do you know where did he buy the pen?5. -----Could you tell me she was looking for who? -----Her cousin, Susan.（附录7）Ask the questions on the paper cards: (Here is an example)A:Hello! Liming, are you free？Could I do an interview with you? What is your father’s job?When did your mother go to work yesterday? How can we go to your home?B: ... He asks what my father’s job is / He asked what my father’s job was....（附录8）Have a short test:一、Multiple Choice:(10 scores, 1 score for each)( ) 1. Can you see________?A. what he’s readingB. what is he readingC. what does he read ( ) 2. He didn’t know__________A. what’s the matterB. what the matter isC. what was the matter ( ) 3. He asked me ______________at this time in the USA.A. how was the weatherB. what the weather was likeC. how is the weather ( ) 4. Can you tell me ________________?A. where she livesB. where does she liveC. where she live( ) 5. The man asked her _______________.A, why did she do it B. why she did it C. why does she do it ( ) 6. Nobody knows ________________.A, when will she come back B. when she come back C. when she will come back ( ) 7. I asked her _______________ or not.A. if he had been to AustraliaB. whether he has been to AustraliaC. whether he had been to Australia( ) 8. The little boy asked me ______________.A. if light travels faster than soundB. if light traveled faster than sound.C. that light travels faster than sound( ) 9. Do you know ____________ he will get here at 8:00 tomorrow morning?A. whenB. whereC. how( ) 10. Did he tell you _____________at the school gate?A. who he waited forB. who he was waitingC. who did he wait for二、Finish the sentences: (10 scores, 2 scores for each)1. He wanted to know ___________________________ ?(她正在和谁谈话)2. Could you tell me _____________________________. （我该怎么去车站）3. You must remember _____________________. （你妈妈说的话）4. Do you know______________________________? (昨天发生了什么事)5. Tom told us ______________________________. (月亮绕着地球转)(附录9)Try to use the object clause with who, what, how, where, when and whether to w rite a passage about your friend. It can be a friendship you have now, or a friend who you had in the past. (Activity 8, Module2 Unit3)1.Describe your friend. How did your friendship start?2.What made your friend so special?3.What did you do together to have fun?4.How did your friendship end? Or, if you are still friends, do you think yourfriendship will be the same in future? What could change things?Homework:1. Go over the notes of grammar contents about the object clause.2. Every student uses a card to write six sentences of the object clause with who, what, where, when, whether and how. Then change with their partners and make sentences.。

Teaching Plan (黄老师建议把design改为plan)Unit 1 Cultural RelicsWarming up and Reading (I)--------- Class type and period:Reading, Period 1Teaching objectives:1. Knowledge aim:Students can understand the history of Amber Room and get more knowledge about cultural relics. (梁老师建议词汇先不作为本节课的知识目标，因为教学步骤没有提到)2. Ability aims1) S tudents’ reading skills of skimming and scanning can be trained.2) Students’ ability of getting information can be improved.3. Emotion aimStudents have the sense of protecting cultural relics.Teaching important / difficult points1) understand the history of Amber Room2) improve the reading comprehending abilityTeaching methods and ways :TBLT （任务型教学法）（梁老师建议删掉学习方式）Teaching aids : BlackboardTeaching proceduresStep I Warming up (1min)Ask the students the following questions: Do you know what a cultural relic is? Can you give me an example?(Purpose: to draw the students’ attention in class and let them try their best to think of the cultural relics that they know)Step II Pre-reading (7mins)1.Ask the students to turn to page 2 of workbook and then name out the famous places in the pictures.2. Discuss what they are and whether they are cultural relics or not. And then think about the question2 and question3 on page1.3. Show them the definition of cultural relic.(Purpose: to raise students' awareness that there are some well-known cultural relics both at home and abroad. With the questions that they have thought about, students will have a clear idea of what a cultural relic is)Step III While-reading (25mins)(1)Fast readingAsk the students to read the text quickly and grasp the main idea of each paragraph. And then finish Exercise 2 on page 2. Match the questions with the paragraphs. (Purpose: to train students’ reading skill of skimming and make the students get the general idea of the text)(2)Careful reading1.Read the text carefully, try to get more detail information about the text, and finish Exercise 1, join the correct parts of the sentences together.(Purpose: to improve students’reading ability and make the students have a better understanding of the history of Amber Room)2. Read the text carefully again and answer the questions of Exercise 2 on page 2. (Purpose: to make the students read the text patiently and grasp the details of the text so as to deepen the understanding of this text.) (经思考觉得让学生回答练习2的五个问题比介绍琥珀屋这个填空题更有意义)Step IV Post-reading : Discussion (3mins)Ask the students to discuss the following questions with their partners.Do you think the Amber Room is a cultural relic? What is the value of the cultural relic?(Purpose: to make the students think actively and know the value of the cultural relicso as to have the awareness of protecting cultural relics.Step V Summary (2mins)Ask the students to retell what we have learned in this lesson.(Purpose:To make students have a clear memory of what they have learned)StepⅥHomework (1min)Read the text again and finish exercise 1of Discovering useful words and expressions. (Purpose: to make the students review the text and have a good preparation for next class)Blackboard design(经思考觉得不用板书词汇，右边留空写练习答案)Teaching reflection：。