Loading... Please wait...The first period
Warming up and reading
Teaching goals
1.Target language
a. Important words and phrases
culture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, reception, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apart
b. Important sentence style
In return, the Czar gave the King of Prussia 55 of his best soldiers. P2
This was a time when the two countries were at war.P2
There was no doubt that the boxes were then put on a train for …..P2
After that , what really happened to the Amber Room remains a mystery.P2
I think highly of those who are searching for the Amber Room.
2. Ability goals
Enable the students to talk about the story of Amber Room.
3. Learning ability goals
Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.
Teaching difficult points
Talk about cultural relics and what should be done with them
Teaching methods
1. Learning to the tape
2. Group discussion and presentation
3. Multi-functional teaching equipment
Teaching aids
A recorder, a projector, and some slides
Teaching procedures & ways
Step one
Ask the students to check the new words and expressions of this unit with each other in this unit.
\Step two warming up
The warming-up exercises raises the students’ awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they know.
T: Now, class, look at the title of this unit. Tell me what the topic is this unit.
S: Cultural relics
T: Do you know what cultural relics are?
(Students’ answers)
T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a past age and serving to remind people of them.
They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.
Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in Egypt; Angkor Wat……..)
Part three Pre-reading
1. Leading-in
T: Ok, class, do you think these cultural relics beautiful?
S: Yes, very beautiful.
T: Suppose one of them got lost, how would you feel and what will you do with it?
S: …………(find，rebuild，protect）
T：Thanks four your good suggestions. Now let’s learn “ In Search of the Amber Room”.
2. Explaining pictures
Ask the students to read the text first and then answer the following questions:
1).Why was it called Amber Room?
(It was given the name because almost seven thousand tons of amber used to make it.)
2). What happened to the Amber Room?
(First, it was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar’s winter palace in St Peterberg…….)
3. Listening
Ask the students to read the text carefully and find out the main idea of each paragraph.
Ask the students to tell the characteristics of the text
1. It tells the history of the Amber Room so that we know what happened.
2. It uses the past tense.
Part five Post-reading
Finish the comprehending exercise in P2
Part Six Learning about language
1). Frederick William I, the king of Prussia, could never have imagined that ……..
情态动词+have done 表示对过去发生的事情的推测、批评和反悔等意思。
Eg: You should have told me earlier. What shall we do now?
2)Once it is heated, the amber can be made into any shape.
Be made into被制成，被做成
3）be at war 处于交战状态
4）remain后，常跟名词，意思为“保持，继续，依然”
5).belong to
Then finish the exercise in “Learning about language” and “Discovering useful structures.”
Part Seven Homework:
1. Review the key sentences in this part.
2.Review the words in the second period.