【正文】 stroyed, and some of them were lost because someone stole them. Now imagine that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him? Work in pairs to discuss this question, and then I’ ll ask some Ss to tell me your answers. 3 minutes later, ask some Ss to give their answers. Step 2 Prereading T: OK, class, do you think these cultural relics are beautiful? Ss: Yes, very beautiful. T: Suppose one of them got lost, how would you feel and what will you do with it? S1: Try our best to find it. S2: Protect the others in order that they will not lost. ?? T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question. T can practice it with a student to give an example. Sample dialogue T: If you found a cultural relic, what would you do with it? S1: I don39。 _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ . 。t belong to me． T: Then why don39。 2. Sentence patterns: (1) In 1770, the room was pleted the way (that) she wanted it (2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea. Ability: 1. Learn the usage of some difficult words and expressions. 2. Train the students’ ability to remove the difficulties while reading. Emotion: 1. Train the students’ ability to cooperate with others. 2. Know what happened to the Amber Room 3. Know the importance of protecting the cultural relics by learning the story of amber room Teaching important points: 1. Train the students’ ability to read different English names. 2. Train the students’ ability to cooperate with others. Teaching difficulties: 1. The explanation of some difficult words and expressions. 2. Train the students’ ability to remove the difficulties while reading. Teaching procedures: Step 1 Revision T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happ