课题：NSFC Module 2 Unit1 Cultural Relics

Reading-In Search of the Amber Room

计划学时：1

课型：阅读课

学情分析：

The class is given to Senior One students who have mastered a certain amount of English words and phrases as well as acquired some useful reading strategies such as skimming for main idea and scanning for specific information. However they still have difficulty in dealing with some problems concerned with guessing new words, inferring, and understanding the tone of the passage.

教学目标：

1.知识目标

Enable students to learn more about cultural relics, the Amber Room in particular.

2.能力目标

Enable students to review and strengthen some readingl skills such as: skimming for main idea and scanning for certain information.

Enable students to master the skills of guessing new words,l inferring, and understanding the tone of the passage.

Enable students tol master the characters of an instruction.

3.情感目标

Enable students to become interested in and value the cultural relics in the world.

4.学习策略目标

Get students to learn more about how to catch the main idea of the passage and how to locate specific information in the passage.

5.文化意识目标

Get students to learn more about the cultural relics in the world.

教学重点：

Enable the students to understand the article and master the new reading skills of solving some problems like guessing new words, inferring, and understanding the tone of the passage.

教学难点：

Enable the students to learn to finish a mind map of the passage.

板书设计：

Module 2 Unit1 Cultural Relics

Reading-In Search of the Amber Room

二、教学流程图（图略）

三、教学过程

StepⅠ Warming up (3minutes) (Pair work)

Brainstorming: Get students to tell the names of the two cultural relics according to the pictures given and tell “When, where and why were these two cultural relics made?”

Then some pictures of the Amber Room will be shown on the screen and the teacher will tell the students that they will get to know more about a famous cultural relic called the Amber Room.

[设计说明]

引入主题

StepⅡ Prediction (3minutes) (Group work)

1. Get students to read the title “In search of the Amber Room” and guess what the article will mainly tell about? The teacher will write the key words of their answers on the blackboard.

2. Students will get the answer after the first reading.

[设计说明]

预测主题，让学生在思考后带着疑问阅读全文。

StepⅢ Reading

I. Skimming (8minutes)

1. Get students to skim through the passage and try to finish the form below.

People Time Events (relative to the Amber Room)

FredrickⅠBefore 1716

Fredrick WilliamⅠ

Peter the Great sent a troop of his best soldiers to the King of Prussia.

CatherineⅡ 1770

The Nazi army 1941

The Russians and Germans built a new Amber Room after studying pictures of the old one

2. Get the students to find out the key word from each event happened to the Amber Room and form an idea map together to make clear the structure of an exposition.

Before 1716-------------------------------------

1716 -------------------------------------------

1770--------------------------------------------

1741--------------------------------------------

2003--------------------------------------------

（The writer tells the history of the Amber room according to the order of time）

[设计说明]

跳读全文，获取必要信息填写表格。再根据表格内容，引导学生填写课文结构图，让学生明晰全文的结构。

II. Scanning (10minutes) (Group work)

Read the passage for the second time and answer the following questions.

1. What were used to decorate the Amber Room?

2. Where was the Amber Room first put after it was given to the Czar?

3. What changes happened to the Amber Room in 1770?

4. Why didn’t the Russians hide or move the Amber Room away When the Nazis army came?

5. Why did the people rebuild a new Amber Room?

[设计说明]

5个细节问题的设计，由浅入深，能够照顾不同层次学生的思考，使所有学生都有所收获。

III. Thorough comprehension and discussion (4+6=10minutes) (Group work)

1. Get the students to read the passage between the lines and finish the multiple choices below and tell the reasons.

1) What does the word “reception” in paragraph2 mean?

A. meeting

B. dinner

C. speech

D. welcome area (in a hotel)

2) We can infer from the passage that____

A. CatherineⅡ didn’t like everything about the Amber Room when she first saw it.

B. It took the artists ten years to make the Amber Room.

C. The Amber Room was considered to be a wonder in the world.

D. Several tons of Amber were used to make the Amber Room.

3).What’s the writer’s attitude towards the Amber Room?

A. negative

B. neutral

C. positive

D. indifferent

2. Get students to share their opinions with their Group mates.

3. Get students to tell the answers as well as the reasons.

[设计说明]

三个选择题的设计，训练学生猜词，推测和对作者观点态度理解的阅读思维。

StepⅣ Conclusion and questions from students (2+3minutes)

1. Ask 2 students to draw a conclusion of what he has learned in the passage

2. Ask the other students to raise some questions that he can’t understand in the passage

[设计说明]

学生对本课所学内容的总结和提问，也是对学生个体学习的尊重。

StepⅤ Homework (1minute)

Write the relationship between the people in the form and the Amber Room and form it into a passage which can summarize the history of the Amber Room into 5 sentences by using some suitable conjunctions or time adverbs.

[设计说明]

学生根据自己对文章理解，在写作上输出课堂所学知识，读写结合。

四、教学反思

（一）亮点与优点

1.时间分配合理，活动方式灵活

根据上表，笔者在阅读前和阅读后只花去了总时间（40分钟）的百分之三十，也就是说，笔者投入了百分之七十的时间来完成阅读任务。让学生有充分的阅读时间，是一节真正以完成阅读任务为中心的“阅读课”。

此外，根据设计问题的特点和难度以及时间控制等因素，笔者能够在各个部分合理地安排不同的学生活动方式，重视小组活动，鼓励组员间相互分享想法观点并加强沟通和交流。

2.高效率完成任务

在warming up 环节中，笔者用时简短（只有三分钟），既没有喧宾夺主，也能够高效率达到引入主题的目的并激发了学生阅读课文的兴趣。

3.合理取舍，大胆创新

在阅读前，笔者创新加入“prediction”环节 ，能够尽量拓展学生想象空间，达到了让学生在推测课文主题并让学生带着疑问和兴趣阅读的目的，实现了阅读课的第一步设疑和释疑。另外，在归纳文章结构时，笔者大胆采用全新的教学方式--“mind map”来解释文章结构。一来，让学生接触到一种全新的归纳思维；二来，让学生更容易理解文章的结构和作者的构思。而在最后一部分“Conclusion and Questions”的设计让学生有了一个对所学内容输出的机会。教师也了解到教学效果，同时也尊重了学生的个体意识和需要，给学生创造了一个发表自己的见解和提出疑问的机会。这体现了笔者的设计符合了《高中英语标准》提出的“要求教师要优化教育方式，使课堂活动的设计有利于学生发挥创造力和想象力，发展学生的批判思维能力与创新能力的要求”。

4.设计巧妙，环环相扣，层次递进

在本课上，笔者指导学生完成了3次阅读，给予学生阅读的时间比较充分。一读查询明显信息，从而引出课文结构； 二读解答细节问题，让学生对文章进行了深入理解，实现了阅读课的第三和第四步设疑和释疑；三读解决深层思考，解决难度比较高而且实用性比较强的问题。三次阅读间的作用环环相扣，难度依次递进。

5.目的明确，指向性强

在“Multiple choices”即选择题设计能够切合考虑高考的对学生的阅读能力的要求，有很强的指向性。而讲解的部分能够言简意赅，指导比较到位。让学生理解到高考的三个阅读常见题型和解决方法，实现了阅读课的第五次的设疑和释疑。从这环节，体现出笔者在设计本课时匠心独运，目的明确。

6.输出与输入相辅相成

本课的前三个部分即引入、预测大意和阅读三个部分为本文的输入部分，总的目的是让学生通过完成任务后对文章的内容和作者的思路有深入的理解。而本课的输出部分是最后两个部分，即总结归纳与自由提问部分和作业部分，前者在课堂上通过言语交流完成输出，后者则在课后通过写作实现输出同时也实现巩固。输出环节为输出环节步步铺垫，输出环节为输入环节实现巩固提高，两者相辅相成。

总的来说，本课的设计，笔者能够围绕“阅读”这一主题来设计真实的实用的学习任务，每一个问题的设计都能够做到环环相扣，同时充分考虑了不同层次学生的需要，真正体现了鲁教授提出的四大策略和六大特征，即：有意义；可完成；有差距；运用性；真实性；动态性。既有科学、合理、全面的符合素质教育要求的三维目标，又有体现现代教学策略理论的课堂教学设计，能够真正凸现教师的教向学生的学转变，使学生在自主、合作、探究的学习氛围中获得全面发展，是一节有效训练学生阅读能力，目的性强而且与新教材课堂理念相符合的课。

（二）有待改进的地方

1.在略读部分，填表格的任务设计难度略显得较大，中下层次的学生感到完成任务有点吃力。

2.由于笔者第一次采用画mind map的方式来呈现文章结构，学生不熟悉这种任务的执行，导致该部分用时过长。因此，在这部分中，教师的引导言语偏多。如果时间允许，让学生自己把mind map 画出来，效果可能会更好。

3.除此以外，本节课的设计内容容量比较大，任务完成得比较紧迫。在第四部分即学生总结和提问部分，时间比较仓促，部分有问题的学生得不到提问的机会。

（三）改进措施

1.在设计略读部分的时候，要充分注意难度的控制，让中下层的学生都能够在短时间内找到问题的答案，以免从一开始设问就给学生带来难以解决的问题，从而让他们的学习积极性受到挫败。

2.在今后的阅读教学中，要坚持要求学生用mind map要归纳文章的结构，培养学生用构图来反映抽象思维的能力。

3.注意课时的容量，适当舍弃或者减少一部分可有可无的内容，做到有的放矢。

4.在提高课堂效率的前提下，注意时间的紧密控制，每节课最起码预留5分钟让学生提出疑惑，可以让学生解决同学的问题，也可以由教师作答。

5.始终坚持以学生为中心教师引导为辅的课堂教学，让学生多说，多思考，提高独立学习，独立思考的能力。