思维导图UNIT1 READING 1

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1、Topic:Module2Unit1CulturalRelics(Reading1)TeachingAims:1.Knowledgeaims:Tomakestudentsmasterkeywordsandexpressions:rare,survive,insearchof,design,decorate,belongto,remove,doubt…importantsentences:Itwasalsoatreasuredecoratedwithgoldandjewels,whichtookthecountry

2、’sbestartistsabouttenyearstomake.However,thenextKingofPrussia,FrederickWilliamI,towhomtheamberroombelonged,decidednottokeepit.ThereisnodoubtthattheboxeswerethenputonatrainforKonigsberg,whichwasatthattimeaGermancityontheBalticSea.Afterthat,whathappenedtotheAmb

3、erRoomremainsamystery.2.Abilityaims:EnablestudentstotalkaboutthehistoryoftheAmberRoom.3.Learningstrategiesaims:Enablethestudentstoreadthepassagefasttogetthemainidea.4.Culturalawarenessandemotionalattitudeaims:Learnaboutsomeculturalrelicsathomeandabroadandhave

4、thesenseofprotectingthemTeachingkeypoint:TomakestudentsknowthehistoryoftheAmberRoom.Teachingdifficultpoints:Talkaboutculturalrelicsandwhatcanbedoneforthem.Teachingprocedures:Step1Lead-in(Brainstorming)Theteacherstartsthelessonbyaskingaquestion:Whatarecultural

5、relics?Canyoulistsomeofthem?HowaboutChineseculturalrelics?TheTerra-cottaWarriorsandHorsesThePotalaPalaceChineseculturalrelicsrelicsreliTheDunhuangMogaoCaveTheImperialPalace……………..T:Whatculturalrelicsdoyouknowintheworld?StonehengeLondonBridgeCulturalrelicsThes

6、tatueofliberty…SydneyOperaHouseThepyramidsArethereanyotherformsofculturalrelics?vaseMonaLisapaintingsartworksOtherExamplesartformsFestivalsTheDragonboatFestival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。Step2ReadingStrate

7、gy1.SkimmingT:Doyouknowamber?Canyouimaginearoommadeofamber?NowturntoPage1,readthereadingpartquicklyandthensummarizethemainideaofeachpara.Para1:CreationoftheAmberRoomPara2~3:HistoryoftheAmberRoomInsearchoftheAmberRoomPara4:DisappearanceoftheAmberRoomPara5:Rebu

8、ildingoftheAmberRoom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:Readthetextloudlyforasecondtimeandfinthecharacters