關(guān)于引導(dǎo)方式的行動(dòng)研究報(bào)告

1、關(guān)于引導(dǎo)方式的行動(dòng)研究報(bào)告姓名： 實(shí)習(xí)學(xué)校： 任課班級：高一（一、研究原因：實(shí)習(xí)期間我總共上了 9節(jié)課，通過指導(dǎo)老師和組員的評課以及自己觀看錄像, 我發(fā)現(xiàn)口己的課堂存在很多問題，如教師話語混亂，沒有邏輯，條理不清，甚至 出現(xiàn)語法錯(cuò)誤等。其屮問題最大的是對學(xué)生的引導(dǎo)方式不夠合理，當(dāng)學(xué)生回答不 上來我的提問時(shí)，我通常只是讓學(xué)生讀一下課文中的原句，然后我用中文翻譯一 下原句，沒有進(jìn)行進(jìn)一步的解釋和引導(dǎo)，幫助學(xué)生理解隱含意思。根據(jù)研究表明，成功的課堂引導(dǎo)應(yīng)符合以下要求：1課堂上，注意啟發(fā)學(xué) 生積極參與教學(xué)活動(dòng)，不斷深化課前設(shè)計(jì)的教學(xué)內(nèi)容，使學(xué)生要成為積極理解和 獨(dú)立思維的主體。2.o在解決某一問題時(shí)，

2、教師一般耍按照課文的內(nèi)容、學(xué)生的 特點(diǎn)和自己的總體設(shè)計(jì)靈活運(yùn)用教學(xué)方法，做出適當(dāng)?shù)倪x擇。而我的課堂引導(dǎo)沒 有達(dá)到這些要求，為了解決這個(gè)問題，我有必要展開關(guān)于引導(dǎo)方式的行動(dòng)研究， 使自己的課堂教學(xué)得以改善。二、調(diào)查方式：課堂話語分析和指導(dǎo)老師及組員聽課評課反饋我于2012年11 h 7 f1在高一 （14）班上了人教版必修一 unit 5, reading 的內(nèi)容，課后指導(dǎo)老師和組員都對這節(jié)課進(jìn)行了評課反饋，我也將這節(jié)課的錄咅 轉(zhuǎn)寫岀來進(jìn)行了話語的調(diào)查和分析。三、調(diào)查結(jié)果和數(shù)據(jù)分析：1報(bào)告調(diào)查的總體情況：通過在高一（14）班上的unit 5, reading這一堂閱讀課的話語分析，我總結(jié) 了我這

3、堂課的調(diào)查結(jié)果：作為一堂閱讀課，在教學(xué)過程中，我沒有教授學(xué)生相應(yīng) 的閱讀技巧。當(dāng)學(xué)生對某一課堂提問產(chǎn)生一種懷疑、困惑、焦慮、探究的心理狀 態(tài)時(shí)，我沒有采用合理的方式去引導(dǎo)學(xué)生，啟發(fā)學(xué)生去思考問題。（1）閱讀技巧。我耍求學(xué)生掃讀全文后，概括每部分的大意，然后填空。但 是讀前我沒冇進(jìn)行閱讀技巧的傳授，所以學(xué)生讀完以后都不能概括出來。在細(xì)讀 的時(shí)候，我也沒有在讀前告訴學(xué)生要抓住哪些關(guān)鍵信息進(jìn)行思考，導(dǎo)致讀后我講 解完implied meaning吋，學(xué)生仍然存在困惑。（2）引導(dǎo)。這節(jié)課不成功的很大原因在于教師的課堂引導(dǎo)方式不夠合理。通 過分析，我發(fā)現(xiàn)有以下明顯的特點(diǎn)：a. 只關(guān)注部分基礎(chǔ)較好的學(xué)生，

4、忽視了大多數(shù)學(xué)生。當(dāng)多數(shù)學(xué)生對課堂捉問 感到困惑不解時(shí)，我沒有給學(xué)生充分的思考、理解和內(nèi)化的時(shí)間，卻急于說出答 案。b. 對部分內(nèi)容的講解沒冇一個(gè)很清晰的思路，對學(xué)生的引導(dǎo)目的性不強(qiáng)，部 分講解話語甚至邏輯不嚴(yán)謹(jǐn)，出現(xiàn)較多語法錯(cuò)誤。c. 部分提問難度偏大，要求學(xué)生從文木屮的字面意思屮挖掘出隱含問題。.為幫 助學(xué)生理解，我設(shè)計(jì)了流程圖，但多數(shù)學(xué)生對流程圖中的各個(gè)條目不理解，導(dǎo)致 學(xué)生對教師提問的意圖不明確，我不加引導(dǎo)就呈現(xiàn)答案。2、數(shù)據(jù)分析:我針對我的“引導(dǎo)方式”做了如下分析1. 我沒有給學(xué)生充分的思考理解時(shí)間，卻急于說出答案。典型例子：t: what problem did elias hav

5、e in finding a job when he went to nels on man dela for advice in 1952?ss: no passbook.t: anything else?(ss keep silent,學(xué)生不能回答,教師立馬呈現(xiàn)答案)t:he had poor education and no passbook to live in johannesburg2引導(dǎo)只針對部分成績優(yōu)異的學(xué)生，而忽視了多數(shù)學(xué)生，學(xué)生積極參與度不高。 典型例子：t: they firstly broke the lawsi: peacefully.t: but this was

6、not si: allowedt: they chose to answer si: violence with violenee.t: their final goal is for what?(ss keep silent)t: to get the same rights as white people.3對題干本身的講解不夠到位，學(xué)生對提問意圖不明確，而教師的引導(dǎo)方式只是 呈現(xiàn)答案。典型例子：(此題要求學(xué)生細(xì)讀第五段，完成流程圖)t: but is that the only reas on? read the last sente nee together.t: so nelson

7、mandela's (ss keep silent)t: qualities 品質(zhì)，right? his qualitiesinflueneed him a lot and made him realize to make black and white people si: equal.四. 研究計(jì)劃和行動(dòng)方案:1、研究計(jì)劃實(shí)施階段實(shí)施時(shí)間實(shí)施地點(diǎn)實(shí)施對象實(shí)施方法數(shù)據(jù)統(tǒng)計(jì)與分析方法第階段2012.11.14高一 (14)高一 （14）全體學(xué)生課堂實(shí)錄分析釆用文本分析的方法分析課堂實(shí)錄第二階段2012.11.27高一 (14)高一 （14）全體學(xué)生課堂實(shí)錄分析采用文木分析的方法分析課堂

8、實(shí)錄2、行動(dòng)方案備課階段，教師對所提問題耍預(yù)先估計(jì)學(xué)生的各種回答和反應(yīng)，設(shè)計(jì)相應(yīng)的 引導(dǎo)方式,而在課堂上教師要觀察學(xué)生的反應(yīng)，對引導(dǎo)方式做出適合的調(diào)整，如： 提問更多"wh”形式（以who, what, when, which, where, how等詞開頭）的 細(xì)致的小問題。啟發(fā)式（教師說出前半句,啟發(fā)學(xué)生說出下半句）。翻譯形式（英譯漢或漢譯英）。圖表、流程圖等更直觀的形式。提示關(guān)鍵詞。提問本身的調(diào)整。對一些比較復(fù)雜的提問，教師可以采用不同的形式重述問題, 或者將問題簡單化、具體化。學(xué)習(xí)策略的灌輸（閱讀技巧、聽力技巧等）五、研究過程：第一階段：在備課階段，我根據(jù)教案和課件將課堂主要

9、教師話語寫下來，其中特別關(guān)注 我的每一個(gè)課堂提問，認(rèn)真思考每一個(gè)提問對學(xué)生的難易度，提前預(yù)備一套引導(dǎo) 方案。課堂上，我根據(jù)學(xué)生的反應(yīng)和回答，選擇相應(yīng)的引導(dǎo)方式。1、數(shù)據(jù)分析：提問主要引導(dǎo)方式具體步驟引導(dǎo)結(jié)果qi: what was elias' job in 1952 when he was 12 years old? what was elias' job?啟發(fā)式t: he got a job in a.? ss: a gold mine.學(xué)生能得出 答案，教師引 導(dǎo)成功。q2: why did elias worry about his new job?/ss: becau

10、se new job.t: why he worried about?(ss keep silent and feel puzzled)t: because he had no passbook to live in joharmesburg. do you still remember?t: turn to page thirty-four, the 2nd para. can you find the answer? thirty-four page thirty-four.教師直接給 出答案后，學(xué) 生仍感到困 惑，引導(dǎo)失 敗。q3: unfair situation, 不公平的待遇啟發(fā)式

11、t: they had no right to .(ss keep silent)t: the 4th para, page 34t: they had no right to vote or choose their leaders.t: no right to choose.si: the jobt: yes, the job they wan ted.t: they also had no right to decide.ss: decide the parts.tdecide where they lived.t.they also had no right to .ss: grow

12、food.t: yes, grow food.這個(gè)提問的 答案冇四個(gè) 要點(diǎn)，教師先 是-11:學(xué)生對 答案進(jìn)行定 位，然后教師 說出而半句， 啟發(fā)學(xué)生說 出下半句。答 案屮的三個(gè) 耍點(diǎn)學(xué)生能 通過教師的 引導(dǎo)得出。q4: do you know the reason why nelson mandela formed anc youth league?翻譯形式 （漢譯英）ss: why?t:為了黑人的平等，怎么說?ss: fight for black people. /fight for equal.tfight for black people to get the equal right

13、s.為了黑人的平等, agree?根據(jù)中文，學(xué) 生能翻譯出 答案來，教師 引導(dǎo)成功。q5: listen to the tape and summarize the global idea學(xué)習(xí)策略的灌 輸（聽力技巧）t: ok, once agai n, and pay attention to the first sentence and the last sentence, first sentence and the last sentence.t: can you catch?ss: no.t: once again, only the first para, and pay atte

14、ntion to the first sentence.t: now?s2: elias joined anc youth league t: yes, why elias joined anc youth league.文章的大意 一般出現(xiàn)在 文章的首末 段，教師在訓(xùn) 練聽力的時(shí) 候?yàn)閷W(xué)生灌 輸了適當(dāng)?shù)?技巧，引導(dǎo)成 功q6： who can tell methe reason why eliasjoined anc youthleague?翻譯形式（英譯 漢）及啟發(fā)式t: ok, firstly, black people had to get a passbook, right?ss:

15、yes.t:他們只有擁有了 passbook才 能居住。so they had no freedom to live.t: secondly,他們不能選擇他們 想要的工作。white people sat in their offices, black people worked underground. so they had no freedom to work, right?ss: yes.t: thirdly, they can't get the best schools & doctors. so they had no freedom to.s3: live.t:

16、 yes, also live, for life.t: so elias joined anc youth league to get the same rights. ss: equal.t: yes, equal rights as white people.這個(gè)提問是 針對聽力文 本的主題，教 師采用了兩 種引導(dǎo)方式， 并根據(jù)文木 中的關(guān)鍵信 息，引導(dǎo)學(xué)生 思考主題，并 最終得岀主 題。2、對本階段方案實(shí)施效果的總結(jié)和反思：1. 雖然仍有個(gè)別提問，沒能給學(xué)生充足的思考時(shí)間，只關(guān)注到部分學(xué)生。但多 數(shù)提問開始關(guān)注全體學(xué)生的反應(yīng)和回答，學(xué)生開始積極參與教學(xué)活動(dòng)。2. 能夠根據(jù)學(xué)生在課堂上的

17、反應(yīng)，對引導(dǎo)方式作出適吋的調(diào)整，能根據(jù)實(shí)際情 況較靈活的運(yùn)用各種引導(dǎo)方式。3. 在引導(dǎo)的過程，教師考慮到學(xué)生的英語聽力較差，表達(dá)教師話語時(shí)放慢了語 速，教師口語相對之前的閱讀課有了一定的節(jié)奏感，并且借助肢體語言（手勢） 幫助學(xué)生理解?？偟膩碚f，我的課堂引導(dǎo)有了較顯著的改善，從課堂效果來看，學(xué)生基本上能 在我的引導(dǎo)卜理解提問的答案，這節(jié)課的課堂引導(dǎo)基本上符合要求。3、對下一步行動(dòng)方案的調(diào)整：1. 引導(dǎo)的時(shí)候要關(guān)注到多數(shù)學(xué)生的反應(yīng)，根據(jù)他們的反應(yīng)在課堂上做出適當(dāng)?shù)恼{(diào) 整，或者重復(fù)引導(dǎo)。2. 加強(qiáng)教師口語方面的技能，教師話語要更加流暢簡潔，減少語法錯(cuò)誤。3. 在備課的吋候可以預(yù)備多套引導(dǎo)方案，如果第

18、-種引導(dǎo)方式不能幫助學(xué)生理解, 可以換一種引導(dǎo)方式。第三階段：在備課階段，我充分考慮到學(xué)生的基礎(chǔ)，所以對每一個(gè)提問都設(shè)計(jì)了多種引 導(dǎo)方式備案。課堂上，一旦發(fā)現(xiàn)學(xué)生存在困惑，我抓住時(shí)機(jī)，選擇恰當(dāng)?shù)姆绞饺?引導(dǎo)學(xué)生。1、數(shù)據(jù)分析:提問主要引導(dǎo)方式具體步驟引導(dǎo)結(jié)果qi: do you still remember what the passage is about?啟發(fā)式t: it tells us the amazing history of.ss: amber room.t: yes, amber room, a cultural relic of two countries .ss: germ

19、any and russia.學(xué)牛能得出答案， 教師引導(dǎo)成功。q2: finish the table川不同的形式 重述問題t:我們先來講一下表格里 的內(nèi)容，第二段提到了 3 個(gè)人物,who?s: frederick （學(xué)生對人名 的讀音有困難）t: frederick 1, frederick william 1, and peter the great.t:這篇文章是關(guān)于amber room 的,so what happened to the amber room? and where did happened, in which country?t: now read the 2nd p

20、ara, and finish the table. read the 2nd para carefully,讀第 二段，完成表格的前三行。這個(gè)題干要求學(xué)生 完成圖表，但圖表 本身形式比較復(fù) 雜，所以教師對圖 表的item做出了 解釋，之后學(xué)生能 準(zhǔn)確回答，所以教 師引導(dǎo)成功。q3: the missing of the amber room流程圖以及啟 發(fā)式t: time, which year?ss: sep. 1941t: yes, sep. 1941t: where?ss: near st petersburg t: yes, st petersburg.t: and what did

21、 russia ns do?ss: furniture.t: they were only able to remove some.ss: some furniture.t: and small.ss: art objects.t: what did nazis do?ss: stealt: stole the room itself :（詳見附錄）教師利用流程圖， 把琥珀屋消失的過 程更直觀地呈現(xiàn)給 學(xué)生，使學(xué)生一冃 了然。教師引導(dǎo)很 成功。q4: sum up the history of the amber room流程圖以及捉 問更多“wh” 形式的提問v.first who made

22、 the amber room? who, which king?si: frederick 1t: frederick 1, he made the amber room. then he died, the amber room belongs to whom?si: frederick william 1t: but frederick william 1 didn't decide to keep it.ss: give to peter the great.t: yes, he gave it to peter the great as a gift.作為禮物 給了彼得大帝。

23、return what did peter the great 勿？作為冋答彼得大消 給了德國什么？ss: best soldiers.（詳見附錄）教師采用流程圖使 琥珀屋的歷史更直 觀明了;通過“wh” 形式的提問，學(xué)生 對每一個(gè)歷史事件 有了深入的了解。學(xué)生通過教師的步 步引導(dǎo)，可以總結(jié) 琥珀屋的歷史。q5: do you know the reason why it was rebuilt?翻譯形式 （英譯漢）t: and it has survived for a long time. amber room 是不 是存在了很長的一段時(shí)間。ss: yes.t: it has some v

24、alues. the amber room 是不是有些 藝術(shù)價(jià)值？ss:是t: can you find some information about its artistic value?藝術(shù)價(jià)值t: cultural relic told people some things in the past. jc 化遺產(chǎn)告訴我們過去發(fā)生 的i些事件,amber room 是不是也冇一些歷史意（詳見附錄）采用翻譯的形式， 將琥珀屋重建的問 題引屮到琥珀屋作 為文化遺產(chǎn)的意義 上去。學(xué)生對于目 標(biāo)語的解釋不能一 下了反應(yīng)過來，教 師通過母語來輔助 學(xué)牛理解。教師引 導(dǎo)的比較成功。2、對本階段方案實(shí)施

25、效果的總結(jié)和反思:1. 這堂課我能根據(jù)學(xué)生的反應(yīng)和回答，從課前設(shè)計(jì)的引導(dǎo)方式屮選擇比較合適的 方案幫助學(xué)生理解。2. 課堂屮的多數(shù)引導(dǎo)能針對全體學(xué)生，關(guān)注到他們的反應(yīng)，且引導(dǎo)效果較為理想。3. 本堂課因?yàn)榭紤]到學(xué)生的基礎(chǔ)，借助了過多的母語進(jìn)行引導(dǎo)，冇些過于遷就學(xué) 生，降低了對學(xué)生的要求，不利于學(xué)生養(yǎng)成良好的英語閱讀習(xí)慣和思維方式。4本堂課也借用了圖表和流程圖，與第一堂閱讀課相比，這堂課對圖表和流程圖 本身進(jìn)行了解釋，使學(xué)生明白設(shè)計(jì)這些形式的意圖，且借助了合理的引導(dǎo)方式 幫助學(xué)生得出圖表和流程圖所需要的答案。3、對下一步行動(dòng)方案的調(diào)整：1.避免陷入一句話屮既有英文又有屮文翻譯的引導(dǎo)模式屮，提前準(zhǔn)

26、備好每一個(gè)引 導(dǎo)的句子并預(yù)測學(xué)生的反應(yīng)，盡量準(zhǔn)備其他更加簡單的英文話語進(jìn)行解釋和引 導(dǎo)，幫助學(xué)生理解。2在引導(dǎo)的時(shí)候要注意適當(dāng)?shù)淖礁咭袅?，關(guān)鍵詞用重音強(qiáng)調(diào)，放慢語速，引起學(xué) 生注意。六、行動(dòng)研究的總結(jié)和綜合反思：通過此次行動(dòng)研究，我在課堂引導(dǎo)這方面得到了很大的改善。從原來的幾乎 不采取任何引導(dǎo)方式，直接呈現(xiàn)答案，到第二階段備課時(shí)我設(shè)計(jì)出多套引導(dǎo)方式, 并在課堂上能合理選擇和成功運(yùn)用，我有了較大的進(jìn)步。我開始關(guān)注多數(shù)學(xué)生的 反應(yīng)，引導(dǎo)他們積極參與到教學(xué)活動(dòng)屮，為他們提供積極理解的情境，培養(yǎng)他們 的獨(dú)立思維。雖然我的課堂引導(dǎo)仍然存在著許多問題（如教師技能方面，母語的適時(shí)使用 等），但我知道，作為一

27、名未來的英語老師，我的行動(dòng)研究才剛剛開始，我會(huì)在 今后的教學(xué)過程中不斷地完善自己。附錄(三堂課的課堂引導(dǎo)實(shí)錄)book 1, unit 5 readingqi: (t asks ss to skim for structure and fill in blanks.)t: part 1 (para 1-2): the life of elias .ss: before he met nels on man dela.t: how about part 2?(ss keep silent)t: the cha nge of elias' life after he met mandela

28、 and what man dela did in flue need him.q2:t asks ss to read part 1 and answer the qs.t: what problem did elias have in finding a job when he went to nelson mandela for advice in 1952?ss: no passbook.t: any thing else?(ss keep silent)t:he had poor education and no passbook to live in johannesburg.q3

29、: since black people were treated unfair, they decided to fight against. but why did they choose a violent way?lets read the 2 quotetogether and find out the reason.t: we know black people faced unfair situation. so what could they do?(ss keep silent)t: they had to fight the go ver nment or accept t

30、hey were less importa nt.t: so what did they choose?(ss keep silent)t: to attack the law.t: they firstly broke the lawsi: peacefully.t: but this was not (ss keep silent)si: allowedt: they chose to answer.si: violenee with violenee.t: their final goal is for what?(ss keep silent)t: to get the same ri

31、ghts as white people.q4: as a matter of fact, elias didn't like a violent way. but why elias was willing to help nelson mandela blow up some government buildings?non we read5th para carefully.t: he was (ss keep silent)t: grateful when mandela helped him .(ss keep silent)t: in trouble.t: but is t

32、hat the only reason? read the last sentence together.t: so nels on man dela's .(ss keep silent)t: qualities 品質(zhì)'right? his qualitiesinflueneed him a lot and made him realize to make black and white people .si: equal.book 1, unit 5 listening (第一階段)qi: next, what was elias' job in 1952 when

33、 he was 12 years old? what was elias' job?ss: a black worker.t: he got a job in a？ss: a gold mine.t: he is a miner.在金礦里工作q2: why did elias worry about his new job?ss: because new job.t: why he worried about?(ss keep silent and feel puzzled)t: because he had no passbook to live in johannesburg. d

34、o you still remember?t: turn to page thirty-four, the 2nd para. can you find the answer? thirty-four page thirty-four.(ss keep silent)t: ok, let's go ont: so black people at that time led a hard life, right?ss: yesq3: and they faced unfair situation. do you still remember? we talked about it las

35、t week, unfair situation,不公平的待遇t: they had no right to (ss keep silent)t: the 4th para, page 34t: they had no right to vote or choose their leaders.t: no right to choosesi: the jobt: yes, the job they wan ted.at: they also had no right to decide .ss: decide the parts.tdecide where they lived.t: they

36、 also had no right to ss: grow food.t: yes, grow foodq4: so nelson mandela appeared, he is a great person. he formed anc youth league in 1944.do you know the reason why nelson mandela formed anc youth league? ss: why?t:為了黑人的平等，怎么說？ss: fight for black people. /fight for equal.tfight for black people

37、to get the equal rights.為 了黑人的平等，agree?q5: can you catch? (t asks ss to listen to the tape and summarize the global idea.) ss: no.t: ok, once again, and pay attention to the first sentence and the last sentence, first sentence and the last sentence.t: can you catch?ss: no.t: once again, only the fir

38、st para, and pay attention to the first sentence.t: now?s2: elias joined anc youth leaguet: yes, why elias joined anc youth league. how many reasons, you catch it?ss: threet: yes, three, three reasons, you have done a good job!t: three reasons. you heard firstly, secondly, thirdly. so there are 3 re

39、asonst: the main idea is the three reasons why elias joined the anc youth league. clear?q6: any volunteer? who can tell me the reason why elias joined anc youth league? any volunteer?(ss keep silent)t: you hear the firstly, secondly, and thirdly. so there are three reasons. who can tell me three rea

40、sons? you also write down some key words.t: any volunteer? ok,美伶，please. elias helped mandela?s3: no, anc youth league will help him.si: to get the rights as white people.t: yes, to get the rights as white people.t: firstly, black people had to get a passbook, right?ss: yes.t: they cannot live anywh

41、ere they wanted to live.他們不能選擇他們住的地方， right?ss: yes.t: so they had no freedom.t: secondly, they can't choose their jobs. they had no freedom to work.t: thirdly, they can't get the best schools & doctors. so they had no freedom to live.t: so elias wanted to fight for black people to get t

42、he equal rights as white people. clear?ss: no.t: ok, firstly, black people had to get a passbook, right?ss: yes.t:他們只有擁有了 passbook 才能居住。so they had no freedom to live.t: secondly,他們不能選擇他們想要的工作。white people sat in their offices, black people worked underground. so they had no freedom to work, right?s

43、s: yes.t: thirdly, they carft get the best schools & doctors. so they had no freedom to .s3: live.t: yes, also live, for life.t: so elias joined anc youth league to get the same rights.ss: equal.t: yes, equal rights as white people.book 2, unit lreading （第二階段）qi: do you still remember what the p

44、assage is about?t: it tells us the amazing history of .ss: amber room.t: yes, amber room, a cultural relic of two countries .ss: germany and russia.t: germany and russia.q2: now turn to page 1. read the 2nd para, and finish the table.我們先來講一卜表 格里的內(nèi)容，第二段提到了 3個(gè)人物，who?s: frederick （學(xué)生對人名的讀音有困難）t: freder

45、ick i, frederick william i, and peter the great.t:這篇文章是關(guān)于 amber room 的，so what happened to the amber room? and where did happened, in which country?t: now read the 2nd para, and finish the table. read the 2nd para carefully,讀笫二段， 完成表格的前三行。t （after ss read silently）: first one, frederick iss: it was

46、designed for the palace.t: yes, it was designed for the palace.t: next, frederick william i,si: give to.t: give to whom?ss: peter the greatt: in which year?哪一年?ss: 1716t: how about peter the great?ss: win ter palace.t: yes, it became part of the czar's win ter palace.t: in return, what did the c

47、zar do, in return?ss: a troop of his best soldiers.t: yes, he sent frederick william i a troop of his best soldiers.q3: do you think it is one of the wonders of the world?世界的一大奇跡。ss: yest: but it is missing, missing.si:不見了t: xj now read the 4th para, let's learn more about the missing of the amb

48、er room. amber room b勺失蹤。you should find the tim巳 the place and the events.t: there two characters in 4th para, russians & nazi army.這里有兩個(gè)人物，俄國人 和德國納粹。what did they do to the amber room? read the 4th para and finish it. 讀第四段，完成流程圖。t (after ss read silently): time, which year?ss: sep. 1941t: yes,

49、 sep. 1941t: where?ss: near st petersburg.t: yes, st petersburg.t: and what did russia ns do?ss: furniture.t: they were only able to remove some ss: some furniture.t: and small ss: art objects.t: what did nazis do?ss: stealt: stole the room itself.德國納粹把整個(gè)房了嘟偷走了，而俄國人只是搬走了房間 里一些家具。clear?ss: yes.t: the

50、n the put 100,000 pieces inside 27 .ss: wooden boxes.t:德國人把整個(gè)amber room拆成了十萬個(gè)小物件，裝進(jìn)27個(gè)小木箱里。wooden, what's the meaning?ss:木質(zhì)的t: yes.t: 1941年這兩個(gè)國家處在？ss:二戰(zhàn)t: yes, during the world war ii.q4: now let's sum up the history of the amber room.我們來總結(jié)一下 amber room發(fā)展的歷史。t: first who made the amber room?

51、 who, which king?t: frederick si: frederick william it: no, who made?s2: made?t: frederick i designed the palace. so who made?si: frederick it: frederick i, he made the amber room. then he died, the amber room belongs to whom?si: frederick william it: but frederick william i didn't decide to kee

52、p it.ss: give to peter the greatt: yes, he gave it to peter the great as a gift.作為禮物給了彼得大帝。in return what did peter the great do?作為冋答彼得大帝給了德國什么？ss: best soldiers.t: yes, sent him a troop of his ss: best soldiers.t: and when peter the great was dead, the catherine ii owned the amber room. 彼 得大帝死后，catherine ii.ss:繼承了王位t:然后她得到了 amberroom.她把a(bǔ)mber room搬到了圣彼得堡的外而，用做她 避暑的處所。t: what did she do? she added more .t: catherine ii, she added more .t: she told her art