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1、 Teaching plan Book 2 Unit 1 Cultural Relics Warming up & Reading: In Search of the Amber Room Teaching material Book 2 Unit 1 Reading ：In Search of the Amber Room Teaching aims 1.knowledge and skills： 1)The students will learn and master the useful words , phrases and

2、sentence patterns in this period. 2)The students will improve their reading techniques: skimming and scanning. 2.Process and method : 1）.The students will develop their reading speed. 2).The students will get a better understanding of the content and structure of the passage. 3. Emotion and at

3、titude: 1).Learn to improve their cooperative ability by joining in group work. 2).learn how to talk about cultural relics and have the sense of protecting cultural relics. .. Background analysis: 1. Ss: a. 50 junior high school students, Grade 1. ???????? ?b. They have learned in senior 1

4、 only for half a semester, so they are not familiar with using skimming and scanning. What’s more, they don’t have much knowledge of words and expressions for Cultural relics. ???? ????c. the Ss don't have an awareness of using reading strategies, and don’t know how to use what they've already lear

5、nt. ??2. Lesson duration: 40 minis. Teaching important point How to help the students to use different reading techniques for different reading aims. Teaching difficult points (1).How to help the students understand the passage better. (2).Enable the students to share the basic information of

6、the amber room with others. Teaching methods 1．Cooperative learning 2. Task-based teaching Teaching aids 1. the multimedia 2. the blackboard Teaching procedures Teacher’s activities Students’ activities Design intention Step1. Greeting 1. Greet the whole class. 1. Greet the te

7、acher. Greet each other and create a friendly atmosphere. Step2 Warming up 1.Make the students to know learning tasks and rules of cooperation. 2.Guessing game. Show the students pictures about world-famous cultural relics and get them to guess what they are. Look and listen to the task

8、s and rules carefully. watch and listen carefully to give the answers. Get the students prepared for the following learning. While watching, the ss can enjoy the wonders around the world, thus beginning the new lesson. Step3 pre- reading 1.lead-in of amber: Show pictures of amber. Play

9、a video about how an amber came into being. 2. Prediction: Ask the students to look the title and picture, and predict.: What may be written in the text? Look the picture carefully and watch the video to learn the knowledge of amber. 2.Students look at the title and subtitle and gi

10、ve their prediction. Attract the ss’ attention by video and get them interested in the topic. Develop the ss’ ability of prediction through title and pictures in the book. Step4 While- reading I. Skimming: Reading for general idea. 1.Make the students to skim the passage in limited time a

11、nd get a general idea of the passage, then match the main ideas with each paragraph.. The Amber Room and its design The history of the Amber Room The missing of the Amber Room The rebuilding of the Amber Room 2 Match the characters and the events. II. Scanning: Reading

12、for details 1.Read the passage quickly and find out who , when ,and where in the passage. ( clues 線索）(3 m.) 2.Ask the students to read the passage again and present the form on the screen to get students to fill in. Purpose It was made not to be a ___________, but for the ___________ of Fre

13、derick I. What happened to the Amber Room. 1716____________________________________. 1770____________________________________. 1941____________________________________. 2003____________________________________. 1.Students skim the passage and work in groups to find out

14、 the answers. . 2． Students work individually to give the answers according to the passage. Students read the passage and find out the answer. Students read the passage again and work in groups to fill in the form. Then answer the questions. Ask

15、 the ss to finish reading in limited timein order to develop the ss’ fast-reding skills. Help the ss improve the ss’ ability of getting main idea through skimming. It is similar to the former exercise. Get the ss to finish it individually to help them learn on their own. Develop the ss

16、’ ability of getting detailed information through scanning. Help the ss improve the ability of getting and dealing with the detailed information. Step5 Post-reading 1. Read the text again and choose the best answer. 1)The Amber Room was made for _____. A. Catherine II

17、 B. the palace of Frederick I C. Peter the Great D. the Prussian people 2) The king of Prussia who gave the Amber Room as a gift to Russia was _____. A. Frederick I B. Fr

18、ederick William I C. Peter the Great D. Catherine II 3) The Amber Room was stolen by ___. A. Russian soldiers B. German soldiers C. People in Konigsberg

19、 D. People in St Petersburg 4) The new Amber Room looks much like the old one because _____. A. the Russians and Germans are good at building the Amber Room. B. it was rebuilt by the Russians and Germans with the help of

20、its old paintings and photos. C. they found the site of the Amber Room. D. Catherine’s artists gave detail advice. 2. Fill in the blanks with proper words. Ask students to fill in blanks to finish a short summary. Summary: IN

21、SEARCH OF THE AMBER ROOM Amber Room, was first built for _____ _____ _____ Frederick I. In 1716, Frederick William I gave it to Peter the Great _____ _____ _____ of friendship and _____ _____ he got the Czar’s 55 best soldiers. Thus the Amber Room became part of the Czar’s _____ _____

22、 in St.Petersburg and served as a small _______ ___ for important visitors. Later,Catherine II told her artists to _____ more details _____ its design. Unfortunately, in September,1941,When Russia and Nazi Germany were _____ ____, the Amber Room was secretly _____ by the Nazis. After that,

23、the Amber Room _____ _____. While the search for the old room continues, the Russians and Germans have built a new Amber Room. 3. Discussion : Suppose Alice were travelling with her parents in St. Petersburg in Russia. when she saw the beautiful ambers, she wanted to touch it. But she were stop

24、ped by her mother. Discuss: Should Alice touch the ambers? What other bad behaviors do you know about? What should we do to protect the cultural relics? What should not? Get the ss to think carefully to choose the right answer.

25、 The ss fill in the blanks without looking back at the passage to consolidate what they have learned. Students think about the question and give opinion according to what have learned in this class. In this stage the main purp

26、ose is to get the ss to use the language they’ve just learned, to output what they’ve learned. This exercise is mainly to check the ss’ comprehension of the passage. At the same time, it is similar to the reading comprehension in exams, helpful to practice the useful skills for exam.

27、 Read aloud the summary to get a better understanding. The ss have already got enough input of language during reading and listening, so it can improve the ss communicative skills while outputting language through speaking a

28、nd acting. Discussing the question helps the ss think of protecting the cultural relics as well as what should be done with them. Step6 Homework Tell the students the homework and present it on the screen. Try to retell the story about the Amber Room. Students listen and look carefu

29、lly and get ready for doing the homework. The homework will get the ss keep reading and thinking the topic of the unit. Blackboard design Unit 1 Cultural relics Clues rare Characters valuable Time survive Places select Style Belong to Showing the key words and new vocabulary to the ss is essential because it will leave a deep impression on the ss so that they can remember them better. 5