1、Topic: Module 2 Unit1 Cultural Relics (Reading 1)Teaching Aims: 1.Knowledge aims: To make students master key words and expressions: rare, survive, in search of, design, decorate, belong to, remove, doubtimportant sentences: It was also a treasure decorated with gold and jewels, which took the count
2、rys best artists about ten years to make.However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it.There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea.After that, what h
3、appened to the Amber Room remains a mystery.2. Ability aims: Enable students to talk about the history of the Amber Room.3.Learning strategies aims: Enable the students to read the passage fast to get the main idea.4.Cultural awareness and emotional attitude aims: Learn about some cultural relics at
4、 home and abroad and have the sense of protecting themTeaching key point: To make students know the history of the Amber Room .Teaching difficult points: Talk about cultural relics and what can be done for them.Teaching procedures:Step 1 Lead-in (Brainstorming)The teacher starts the lesson by asking
5、 a question: What are cultural relics? Can you list some of them? How about Chinese cultural relics?T: What cultural relics do you know in the world?Are there any other forms of cultural relics?Chinese cultural relics relics reli The Terra-cotta Warriors and HorsesThe Imperial PalaceThe Potala Palac
6、eThe Dunhuang Mogao Cave.Cultural relicsLondon BridgeThe statue of libertyStonehengeThe pyramidsSydney Opera House设计意图：通过提问学生关于他们所知道的文化遗产，能够让其充分使用头脑风暴，同时通过使用思维导图，能够让学生利用大的范围自主理解，以便加深其印象，特别是第三个问题。Step 2 Reading Strategy1.Skimming T: Do you know amber? Can you imagine a room made of amber? Now turn to
7、 Page 1, read the reading part quickly and then summarize the main idea of each para.In search of the Amber RoomPara 1: Creation of the Amber RoomPara 23: History of the Amber RoomPara 4: Disappearance of the Amber RoomPara 5: Rebuilding of the Amber RoompaintingsMona Lisaart worksThe Dragon boat Fe
8、stivalart formsFestivalsvaseOther Examples设计意图：略读（skimming） ，作为一种阅读策略，可以培养学生在有限的时间内，通过快速阅读标题，文章开头第一段以及各部分的小标题，弄清楚文章的大体结构和主要内容的能力。通过思维导图清晰地将文章结构呈现出来。2. ScanningT: Read the text loudly for a second time and fin the characters, years, places and what they do.Frederick IFrederick William IPeter the Grea
9、t CzarCatherine IIPass downGive it as a giftSend a troop of his best soldiers in returnPass downstolen设计意图：寻读（scanning）与思维导图相结合，一目了然地显示了该文章的大意，有利于学生复述文章。Step 3 Discussion1. What can we do to protect the cultural relics?2. Now China has tens of thousands of cultural relics, should all be saved? Discuss and give your reasons.设计意图：将常见问题通过讨论的方式呈现出来，在大家的共同合作下，更好地解决问题。Step 4 HomeworkWrite a composition according to your discussion.设计意图：课外作业的布置考虑到了学生的表达能力，通过把语言的东西书面表达出来，有助于提升学生以后的写作能力。
