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知识点学习目标媒体类型媒体内容要点教学作用使用方式所得结论占用时间媒体来源教学媒体选择分析表通过展示一些图片，让学生讨论图片的共性，继而引出文化遗产的概念。导入新课InSearchoftheAmberRoom课件展示课件展示文化遗产的图片。导入新课，让学生对文化遗产有初步认识。演示—提问—讨论—总结学生对文化遗产有了初步认识，为课文作了铺垫。3分钟自制课件通过琥珀图片的展示和标题让学生预测文章大意。学生学习预测文章大意课件展示课件展示琥珀图片引发学生兴趣，培养学生预测大意的能力。演示—学生思考感叹琥珀的美，惊讶于用琥珀打造的宫殿，心中有各自的预测。2分钟自制课件通过略读读掌握课文大意略读训练课件展示课件展示教师的提示信息培养学生快速获取文章大意的能力演示—提问了解文章大意2分钟自制课件通过寻读找出文章基本信息寻读训练课件展示课件展示所要找出的信息培养学生快速浏览的能力演示—提问学生找出人物时间及事件4分钟自制课件通过分段精读让学生能进一步的了解课文内容，并根据基本信息完善文章线索。精读训练课件展示课件展示文中人物时间及事件精读掌握课文细节，理清文章脉络。演示—提问—讲解了解琥珀屋的历史，理清文章脉络。20分钟自制课件在学习完课文的基础上通过角色扮演和上台展示强化对文章的理解。两两角色扮演并上台展示课件展示课件展示分组和其扮演的角色培养学生总结归纳能力并进行口语锻炼。演示—角色扮演—上台展示学生对文章进行了归纳并得到了口语锻炼。12分钟自制课件课件展示本课课后作业内容布置作业课件展示本课课后作业内容复习，巩固演示复习巩固。2分钟自制课件附：教学设计方案教学设计方案案例名称InSearchoftheAmberRoom科目高中英语教学对象高一学生提供者课时1课时一、教材内容分析TheteachingmaterialisthereadingpartfromUnit1，Module2NSEFC.Thetopicofthisunitisculturalrelicsandtheprotectionoftheculturerelics.ThereadingpassagetellsthestrangehistoryoftheAmberRoom,aculturalrelicoftwocountries:GermanyandRussia.Itisarelicwhichhasbeenlost,andtheAmberRoomthatpeoplecanseetodayisactuallyareproduction.二、教学目标（知识，技能，情感态度、价值观）1.KnowledgeaimsSscanmasterthekeywordsandphrasesofthepassageasfollows,amazing,fancy,style,lessthan,inreturn,reception,remove,wooden,doubt,former,atwar.Sscanlearnthehistoryoftheamberroom,especiallythedesign,thelossandtherebuildingoftheamberroom.2.AbilityaimsSscanpredictthecontentofthepassagebasedonthetitle.Sscanscanthepassageandfindoutthespecificinformationsuchasthepersonrelatedwiththeamberroom.Sscansummarizethepassagewiththehelpofthecluesofthepassage.3.EmotionaimsSswillrealizethattheculturalrelicsarerareandpreciousandtheywillconcernthemselveswiththeissueofculturalrelic’sprotection.4.CulturalawarenessSswillbroadentheirmindsbyknowingsomethingaboutamberroom.三、学习者特征分析Thefollowingarethecharacteristicsofthelearners：·ThestudentsarefromGrade1inseniorhighschool.·ThestudentshaveachievedcertainEnglishlevelandtheyhavetheabilitytogetthebasicmessageofthereading.·Thestudentsareeasilyactivatedandwanttoairtheirownopinionsonthetopic·Thestudentsknowsomeculturalrelicsathomeandabroad.·Theymaynotknowtheamberroombefore.·Theirvocabularyislimitedsotheymayhavedifficultiesinunderstandingsomesentences.四、教学策略选择与设计1.Askandanswerapproach：teacherguidebyaskingquestions2.Task-basedapproach：studentsareexpectedtoachievecertaingoalbyfinishingthetask3.Thesituationalapproach：studentsareactivatedtodevotethemselvesintorole-play五、教学环境及资源准备PPTMultimediaroom六、教学过程教学过程教师活动学生活动设计意图及资源准备Stage1Lead-inandwarming-upShowsomepicturesandorganizethediscussion1.Lookatthescreenandtellthenameoftheculturalrelics.2.DiscusswhatthesepictureshaveincommonandtrytosumupthedefinitionofculturalrelicsToarousetheSs’interestsinthetopicandactivatetheiroldknowledgeofculturalrelicsStage2Pre-readingTshowssomepicturesofamberandasksstudentstopredict1.Lookatthesepicturesandgettheperceptualknowledgeoftheamber2.Lookatthetitlequicklyanddosomepredictions：1)Whatisitmainlyabout?2)Whathappenedtotheit？Toactivatestudentsandmakethemeagertoknowaroommadeofamber.TohelpSsdevelopthereadingskillsofpredicting.Stage3WhilereadingStep1SkimmingTshowsaquestiononthescreen.Readthetextquicklyandtrytofillthemainidea.Ittellsusthestrangehistoryofthe_______________,aculturalrelicoftwocountries:_________and_________.TotrainthestudentstofindthemainideaquicklyStep2ScanningTshows3wordsontheblackboard:timeplaceandcharctersStudentsareorganizedtofindthecertainmessageaccordingtothe3wordsTotrainstudentstogetcertaininformationquicklyStep3CarefulreadingTshowssomepicturesandguidestudents.Studentsarealsoexpectedtounderstandthepassageandfindoutthecluewiththehelpoftheteacher.Todeveloptheirreadingstrategiesandlanguageefficiency.Stage4PostreadingTcreatesasituationandorganizestherole-playbyshowingthekeywordsonthescreen.Studentsdopairwork.Oneofthemisthevisitorandtheotheroneistheguide.TheguidewillintroducetheAmberRoom,whilethevisitorwillasksomequestionsabouttheAmberRoomTheroleplayservesasanoutputofthereadingandanevaluationoftheirlearning.Stage5HomeworkTassignsthehomeworkSswriteasummaryofthehistoryoftheAmberRoomandhanditinthenextday.Ssreviewthewordsandphraseofthepassageandmakesentencewitheach.Toconsolidatetheknowledgelearnedinclass.教学过程流程图七、教学评价设计Studentsareexpectedtodoself-assesmentaccordingtotheknowledgetheylearnedinthelesson,andtheirattitudestowardsthetaskinthelesson.八、帮助和总结Studentsareactiveintherole-play,whichenablethemtoputwhattheylearnedintouse.While-readingPost-readingHomeworkskimmingscanningcarefulreadingretellingreviewWarming-upPre-reading