In search of the amber room教学设计

Cultural Relics—In Search of the Amber Room1. IntroductionThe Amber Room is a world-famous cultural relic, which has attracted people’s attention for centuries. It was located in the Catherine Palace in Russia, and was considered one of the most magnificent works of art in the world. However, it had been stolen by the Nazi army during World War II, and has never been found since then. This case study is designed to introduce the Amber Room to students, and to explore the cultural significance of cultural relics such as the Amber Room in a global context.2. ObjectivesBy the end of this case study, students will be able to:•describe the history and significance of the Amber Room•identify the cultural significance of cultural relics in a global context•analyze the effects of culture on the production and preservation of cultural relics3. Lesson PlanStep 1: Introduction to the Amber Room (20 minutes)In this stage, the teacher will introduce the Amber Room to the students by showing pictures and videos. The teacher should also provide a brief history of the Amber Room, and its significance to the Russian people and the world.Step 2: Class Discussion (30 minutes)In this stage, the teacher will lead a class discussion to explore the cultural significance of cultural relics. The teacher will ask students questions such as: •Why are cultural relics important?•What cultural relics are important in your country?•How does the production and preservation of cultural relics reflect cultural values?Step 3: Research (40 minutes)In this stage, students will be divided into groups of four to conduct research on the Amber Room. They are required to find information about:•The history of the Amber Room•The significance of the Amber Room in the Russian culture•The current whereabouts of the Amber Room (if any) Step 4: Presentation (30 minutes)In this stage, each group will present their findings to the class. They are expected to create a visual presentation using PowerPoint or other software to support their research. The presentation should include:• A brief history of the Amber Room•The significance of the Amber Room in the Russian culture•The current whereabouts of the Amber Room (if any) Step 5: Reflection and Discussion (20 minutes)In this stage, the teacher will lead a discussion to reflect on what they have learned in the class. The teacher will ask students questions such as:•What have you learned about the Amber Room?•What cultural significance do you think the Amber Room has?•How does the Amber Room reflect Russian culture?4. AssessmentThe f ollowing rubric will be used to assess students’ performance in this case study:Criteria Excellent (5points)Good (4points)Satisfactory(3 points)NeedsImprovement (2 points)Unsatisfactory (1point)Understand ing of the Amber Room Demonstrates an in-depthunderstanding of theAmberRoom, itshistory,significance,and currentwhereaboutsDemonstrates a goodunderstanding of theAmberRoom, butcouldprovidemore detailDemonstrates a basicunderstanding of theAmberRoom, butlack ofdetails anddescriptionsDemonstrates littleunderstanding of theAmberRoom, andunable toprovidesupportinginformationDemonstrates nounderstanding of theAmberRoomCultural significance of cultural relics Demonstrates anexcellentunderstanding of theculturalDemonstrates a goodunderstanding of theculturalsignificanceDemonstrates a basicunderstanding of theculturalsignificanceDemonstrates littleunderstanding ofculturalsignificanceDemonstrates nounderstanding ofculturalsignificancesignificance of cultural relics in a global context and in relation to the Amber Room of culturalrelics, butcouldprovidemoreexamplesand detailsof culturalrelics, butlacksexamplesand detailsof culturalrelics, andunable toprovideexamplesof culturalrelicsQuality of research Conductsthoroughresearch anduses avariety ofsources tosupportfindingsConductsgoodresearchand usescrediblesources tosupportfindingsConductsbasicresearchand useslimitedsources tosupportfindingsConductslittleresearch anduses fewsources tosupportfindingsConductsno researchand didn’tuse anysourcesPresentatio n Skills Demonstrates excellentpresentationskills,includingeffective useof visualaids, clearcommunication, andstrongengagementwith theaudienceDemonstrates goodpresentation skills, butcould bemoreinteractivewith theaudienceand moreengagingDemonstratessatisfactorypresentation skills, butlack ofengagement with theaudienceandineffectiveuse ofvisual aidsDemonstrates poorpresentationskills,includinglack ofpreparation,poorcommunication, and nouse of visualaidsDemonstrates nopresentation skillsReflection and discussion Providesthoughtfulanalysis andreflection onthe AmberRoom andits culturalsignificance,and activelyparticipatesin classdiscussionProvidessomeanalysisandreflection,but couldbe morethoughtfuland activein classdiscussionProvidesbasicanalysisandreflection,but lack ofengagement in classdiscussionProvideslittleanalysis andreflection,and noengagementin classdiscussionProvidesno analysisandreflection,and doesn’tengage inclassdiscussion5. ConclusionIn conclusion, the Amber Room is a valuable cultural relic that reflects the history and culture of Russia. This case study provides students with an opportunity to learn about the Amber Room and its cultural significance. It also encourages students to think critically about the production and preservation of cultural relics, and the role of culture in shaping them. Through this case study, students develop their research, presentation, and discussion skills, and enhance their cultural awareness and appreciation.。

人教新课标版必修 2 Unit 1 In Search Of The Amber
Roo m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 of。

Lesson planNSEFC Module2 Unit1 Reading In Search of the Amber RoomTeacher: 王佳Period：Period1Type：ReadingDuration: 45minutesTeaching ideologyThe 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 condition The 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 know the 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 difficultiesLanguage 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 and summarizing.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.(Keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)Activity3 Close-reading (15min)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 should rebuild 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。

高一英语必修2第一单元阅读课教学设计及反思高一英语必修2第一单元阅读课教学设计及反思Reading In search of the Amber Room一、教学目标（1）学问目标：让同学了解琥珀屋的历史，熟识本课的重点词组和句型。

（2）力量目标：提高同学的阅读力量，即形成快速猎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，培育同学喜爱文化遗产﹑爱护文化遗产，敬重人民才智的意识。

二、教学设计（1）教学思路整个教学过程以“ 以同学学习主体，老师教为辅”的设计理念，采纳设置任务和小组争论的形式组织教学，将同学的自主学习活动作为课堂的主体，引导同学完成学习任务。

（2）课前预备：要求同学利用阅览室和网络收集有关琥珀屋以及世界闻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、Teaching proceduresStep I Lead-in (two minutes)Show the four pictures about 1.埃及金字塔.，图2 . 中国万里长城图3.紫禁城图4.英国史前巨柱say their English names.[设计说明]使用多媒体播放图片，形象、直观、生动，能吸引同学的留意力，激发同学的爱好。

同时，对同学的课前预习有所了解。

StepⅡ Skim the reading passage and then answer.(six minutes) Skimming the text quickly, then answer questions:①、Why is it called the Amber Room?②、Check Exercise One and Exercise Two on Page2 of the Students’ Book .Exercise One1.Frederick A. stole the Amber Room.2.Frederick William B.Ⅱsent a troop of his best soldiers to the king of Prussia.3.Peter the Great C. had the Amber Room made4.Catherine Ⅱ D. had it moved outside St Petersburg.5.The Nazi army E. gave it to the Czar as a gift.6.The Russians and Germans F. built a new Amber Room Exercise TwoHow 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 the king of Prussia give the Amber Room to the Czar of Russia as a gift?[设计说明]通过课后练习一，对本文消失的人物及相关历史大事的配对练习，以及课后练习二，对段落和各段落大意的配对练习，检查同学对全文内容的理解状况，培育同学学会快速捕获文章表层信息的力量，从而进一步理解文章的中心内容,为下一道推断正误题打好基础。

—阅读课In Search of The Amber Room教学设计阅读教学是高中英语教学的重点，其主要任务是训练学生的阅读技巧，培养学生的阅读习惯，提高学生的阅读理解能力，让学生学会在阅读中预测，获取信息并对所获信息进行分析、判断、推理、进而准确把握文章的内容和思想、理解作者的写作意图。

围绕《英语课程标准》对学生阅读的要求，笔者结合自己的教学实际设计了一堂阅读课In Search of The Amber Room（人教版NSEFC Book2 Unit Cultural relics）一、明确目标1、Get the students to read the text and find out the main idea of each paragraph and sum up the theme of the passage , so as to improve the students ’ reading ability ,especially their skimming and scanning ability .2、Enable the students to know the importance of a cultural relic to a country and foster their affection of our country.二、整体感知Step 1 ：PresentationAs we know , Prussia (Germany ) and Russia were two big countries in the world .During World War Ⅱ,they fought each other fiercely .But do you know they were good friends several hundred year ago . Here is a story about a strange gift , an amber room ,which Frederick William I , the king of Prussia , give to Peter the Great .设计思路：通过简单的介绍，让学生了解相关的历史知识，弄清amber room的来源，由此导入本课话题：In search of Amber Room. 三、教学过程Step 2：Warming up1、Explain cultural relics .2、Try to look into any reports of cultural relics .设计思路：通过这一步骤让学生对Cultural relics 有了初步的认识。

知识点学习目标媒体类型媒体内容要点教学作用使用方式所得结论占用时间媒体来源教学媒体选择分析表通过展示一些图片，让学生讨论图片的共性，继而引出文化遗产的概念。

导入新课In Search ofthe AmberRoom课件展示课件展示文化遗产的图片。

导入新课，让学生对文化遗产有初步认识。

演示—提问—讨论—总结学生对文化遗产有了初步认识，为课文作了铺垫。

3分钟自制课件通过琥珀图片的展示和标题让学生预测文章大意。

学生学习预测文章大意课件展示课件展示琥珀图片引发学生兴趣，培养学生预测大意的能力。

演示—学生思考感叹琥珀的美，惊讶于用琥珀打造的宫殿，心中有各自的预测。

2分钟自制课件通过略读读掌握课文大意略读训练课件展示课件展示教师的提示信息培养学生快速获取文章大意的能力演示—提问了解文章大意2分钟自制课件通过寻读找出文章基本信息寻读训练课件展示课件展示所要找出的信息培养学生快速浏览的能力演示—提问学生找出人物时间及事件4分钟自制课件通过分段精读让学生能进一步的了解课文内容，并根据基本信息完善文章线索。

精读训练课件展示课件展示文中人物时间及事件精读掌握课文细节，理清文章脉络。

演示—提问—讲解了解琥珀屋的历史，理清文章脉络。

20分钟自制课件在学习完课文的基础上通过角色扮演和上台展示强化对文章的理解。

两两角色扮演并上台展示课件展示课件展示分组和其扮演的角色培养学生总结归纳能力并进行口语锻炼。

演示—角色扮演—上台展示学生对文章进行了归纳并得到了口语锻炼。

12分钟自制课件课件展示本课课后作业内容布置作业课件展示本课课后作业内容复习，巩固演示复习巩固。

2分钟自制课件附：教学设计方案教学设计方案案例名称In Search of the Amber Room科目高中英语教学对象高一学生提供者课时1课时一、教材内容分析The teaching material is the reading part from Unit1，Module2 NSEFC. The topic of this unit is cultural relics and the protection of the culture relics.The reading passage tells the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.It is a relic which has been lost, and the Amber Room that people can see today is actually a reproduction.二、教学目标（知识，技能，情感态度、价值观）1. Knowledge aimsSs can master the key words and phrases of the passage as follows, amazing, fancy, style, less than, 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 rebuilding of the amber room.2. Ability aimsSs 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 with the amber room.Ss can summarize the passage with the help of the clues of the passage.3. Emotion aimsSs will realize that the cultural relics are rare and precious and they will concern themselves with the issue of cultural relic’s protection.4. Cultural awarenessSs will broaden their minds by knowing something about amber room.三、学习者特征分析The following are the characteristics of the learners：·The students are from Grade1 in senior high school.·The students have achieved certain English level and they have the ability to get the basic message of the reading.·The students are easily activated and want to air their own opinions on the topic·The students know some cultural relics at home and abroad.·They may not know the amber room before.·Their vocabulary is limited so they may have difficulties in understanding some sentences.四、教学策略选择与设计1.Ask and answer approach：teacher guide by asking questions2.Task-based approach ：students are expected to achieve certain goal by finishing the task3.The situational approach：students are activated to devote themselves into role-play五、教学环境及资源准备PPTMultimedia room六、教学过程教学过程教师活动学生活动设计意图及资源准备Stage1Lead-inand warming-up Show somepictures andorganize thediscussion1.Look at the screen and tell thename of the cultural relics.2.Discuss what these pictureshave in common and try to sumup the definition of culturalrelicsTo arouse the Ss’interests in the topicand activate their oldknowledge of cult uralrelicsStage2 Pre-reading T shows somepictures ofamber and asksstudents topredict1.Look at these pictures and getthe perceptual knowledge of theamber2.Look at the title quickly anddo some predictions：1)What is it mainly about?2)What happened to the it？To activate studentsand make them eagerto know a room madeof amber.To help Ss developthe reading skills ofpredicting.Stage3 While reading Step1SkimmingT shows aquestion on thescreen.Read the text quickly and try tofill the main idea.It tells us the strange history ofthe_______ ________, acultural relic of two countries:_________ and_________.To train the studentsto find the main ideaquicklyStep2ScanningT shows 3 words on the blackboard:time place andcharcters Students are organized to findthe certain message accordingto the 3 wordsTo train students toget certaininformation quicklyStep3 CarefulreadingT shows some pictures and guide students. Students are also expected tounderstand the passage and findout the clue with the help of theteacher.To develop theirreading strategies andlanguage efficiency.Stage 4 Post readingT creates asituationandorganizes therole-play byshowing thekey words onthe screen.Students do pair work. One ofthem is the visitor and the otherone is the guide. The guide willintroduce the AmberRoom,while the visitor will asksome questions about theAmber RoomThe role play servesas an output of thereading and anevaluation of theirlearning.Stage5 Homework T assigns thehomeworkSs write a summary of the history ofthe Amber Room and hand it in thenext day.Ss review the words and phrase ofthe passage and make sentence witheach.To consolidate theknowledge learned inclass.教 学 过 程 流 程 图七、教学评价设计Students are expected to do self-assesment according to the knowledge they learned in thelesson,and their attitudes towards the task in the lesson.八、帮助和总结Students are active in the role-play,which enable them to put what they learned into use.While- readingPost- readingHomeworkskimmingscanning careful readingretellingreviewWarming- up Pre-reading。

In search of the Amber Room教学设计1.Read ___.2.Ask the students to ___.3.Discuss the answers as a class and clarify any misunderstandings.Step5 Post-reading1.Ask students to work in pairs and retell the story of the Amber Room.2.Encourage them to use the new ___.3.Invite some students to share their ___.Step6 ___1.Review the key ___.2.Encourage students to use these new language skills in their daily life and future studies.3.___ a sense of nal pride.五、教学评价1.通过课堂练、小组讨论、个人表现等形式，考察学生对本单元所学知识的掌握情况。

2.鼓励学生自我评价和互相评价，提高他们的研究自觉性和研究积极性。

3.及时反馈学生表现，帮助他们发现问题并加以解决，促进学生全面发展。

1.Ask students to read paragraph 1 and ___ n about the Amber Room.2.Have students read the ___.3.Create a mind map together based on the different owners of the room。

including Frederick I。

Frederick William I。

and Peter the Great.4.Summarize and retell the story using the completed passage.5.Discuss ___.6.___.7.Conduct group activities to ___ skills。

Unit 1 Cultural relicsReading : In Search of the Amber RoomAnalysis of teaching materialsThis period is mainly about the introduction of cultural relics both in China and foreign countries. To begin with showing some funny pictures, students will be more interested in it. Working in groups and sharing ideas with each other will be helpful for students to grasp the language points in this lesson.Analysis of studentsThe students are of different levels. This lesson is about the places of interests and it can easily arouse students’ interest. While reading the passage, students need to finish several tasks to get the key points of this lesson.Teaching aims:1.Students can predict the content of the passage based on the title.2.Students can summarize the passage with the help of the clues of the passage.3.Students can improve their skimming and scanning ability and exercise their language skills.4.Students can have a general understanding about cultural relics. Teaching key and difficult point:How to improve students’ ability to skim and scan the passage. Teaching methods:1.Task-based teaching method2.Cooperative learningTeaching procedures:Step 1 Presentation1.Greetings.2.Preview some words and phrases.设计思路：通过简单问候拉近与学生的距离。

In search of the amber room阅读教学设计作者：孟宇来源：《新教育时代·教师版》2018年第44期一、教学内容分析本课中心话题是"文化遗产“。

内容设计文化遗产的含义，特点，种类，归属以及如何更好地保护好文化遗产等话题。

本节课是阅读部分，主要介绍了俄罗斯稀世珍宝”琥珀屋“的有关事实。

主要内容：琥珀屋的来历和构造过程;为什么普鲁士国王把它赠送给了沙皇;它是如何成为稀世珍宝的;琥珀屋在二战中的神秘失踪以及新琥珀屋的重建。

通过真实有趣的内容，不仅让同学们在阅读过程中学习有关的语言知识，提高阅读理解的技能，还增加了学生对琥珀屋作为文化遗产的历史知识的认识。

与此同时，还要指导学生了解作者是如何叙述琥珀屋失踪的来龙去脉，增加对文章篇章结构的理解。

二、教学目标1.语言知识通过学习，让学生了解文化遗产的概念，特点及主要类别，了解琥珀屋的历史故事。

2.语言技能让学生进一步学习使用恰当的阅读方法与技能，如细读（closi-ng reading），猜测词义（word-guessing），释义（paraphrasing），和归纳（summarizing）的能力，来把握课文的内容并获取信息，处理信息。

3.情感态度让学生了解文化遗产对人类社会生活的重要价值，增强保护文化遗产的意识。

三、学习者特征分析在经过高一上半年的适应性学习后，学生已经初步养成阅读习惯，了解阅读的步骤，但大部分学生由于底子薄，基础差，在面对逐渐加长的阅读材料感到吃力。

此时，我采用“穿线引导”的方式，让学生先依据标题确定主要内容，再找时间，人物，地点等写作要素，让学生按照时间和转移地点两条线，了解琥珀屋历史变迁以及用途更换。

同时我采用填写关键词方式，降低阅读难度。

四、教学策略选择与设计鉴于本片文章人名地名较多，为降低阅读难度，我选择在课前先带领学生将这一部分词汇熟读，让学生产生印象;本单元的阅读文段属于叙述类文体，此类文体要求学生在阅读后获取的信息主要集中在事实（fact）上，如故事放生的时间，地点，人物和发展过程。