思維導(dǎo)圖unit1-reading-1

1、Topic:Module2Unit1CulturalRelics(Reading1)TeachingAims:1.Knowledgeaims:Tomakestudentsmasterkeywdsexpressions:raresurviveinsearchofdesigndecatebelongtoremovedoubt…imptantsentences:Itwasalsoatreasuredecatedwithgoldjewelswh

2、ichtookthecountry’sbestartistsabouttenyearstomake.HoweverthenextKingofPrussiaFrederickWilliamItowhomtheamberroombelongeddecidednottokeepit.ThereisnodoubtthattheboxeswerethenputonatrainfKonigsbergwhichwasatthattimeaGerman

3、cityontheBalticSea.AfterthatwhathappenedtotheAmberRoomremainsamystery.2.Abilityaims:EnablestudentstotalkaboutthehistyoftheAmberRoom.3.Learningstrategiesaims:Enablethestudentstoreadthepassagefasttogetthemainidea.4.Cultura

4、lawarenessemotionalattitudeaims:LearnaboutsomeculturalrelicsathomeabroadhavethesenseofprotectingthemTeachingkeypoint:TomakestudentsknowthehistyoftheAmberRoom.Teachingdifficultpoints:Talkaboutculturalrelicswhatcanbedoneft

5、hem.Teachingprocedures:Step1Leadin(Brainstming)Theteacherstartsthelessonbyaskingaquestion:WhatareculturalrelicsCanyoulistsomeofthemHowaboutChineseculturalrelics設(shè)計(jì)意圖：通過提問學(xué)生關(guān)于他們所知道的文化遺產(chǎn)，能夠讓其充分使用頭腦風(fēng)暴，同時(shí)通過使用思維導(dǎo)圖，能夠讓學(xué)生利用大的范圍自

6、主理解，以便加深其印象，特別是第三個(gè)問題。Step2ReadingStrategy1.SkimmingT:DoyouknowamberCanyouimaginearoommadeofamberNowturntoPage1readthereadingpartquicklythensummarizethemainideaofeachpara.InsearchoftheAmberRoomPara1:CreationoftheAmberRoom