【正文】 dialogue T: If you found a cultural relic, what would you do with it? S1: I don39。t know．T: Would you want to keep it? S1: Of course not．It doesn39。t belong to me．T: Then why don39。t you go to your munity council? S1: I39。m not sure I could trust the people there．What if the person I give it to keeps it for himself? T: Good question．What do the rest of you think? S2: I guess I would ask my parents what to do with it． T: That39。s a good idea．Anyone else have an idea? S3: I would ask my brother．He is a policeman． Ask some Ss to act their dialogue 3 Homework the reading passage and do exercise I in the part “Learning about language”. the Ss to look for more cultural students can go to the library or use the Internet to search for after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Second Period(Reading and prehending)Knowledge: Learn some new phrases and some new sentence : some detailed information about the Amber the students’ reading the students’ ability to grasp key information while the students’ speaking : the students’ ability to cooperate with the Ss to talk about the story of the Amber Room Teaching important points: new words and expressions。 some detailed information about the Amber Room。 the students’ ability to cooperate with others。 the students’ speaking difficult points: : ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder。: look into, belong to, in search of, in return, at war, take apart, think highly of。 patterns:(1)There is no doubt that?..(2)This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it． the students’ reading the students’ ability to grasp key information while methods: to the and procedures: Step 1 Greetings and leadin T: We learned some cultural relics you still remember them? Give me some examples, give their : Very we’re going to learn another cultural at the two pictures on pages1—2。do you know what it is called? Ss: The Amber : Yes, It’s called the Amber Fast reading:T: Do you want to know more about the Amber Room? Read the passage first and try to answer the questions:Why it is called the Amber Room?What else were used to make the room besides amber?Why was the Amber Room first built?When and why did Frederick William I give the Amber Room to Peter the Great?What did Catherine II do with the Amber Room?When and how was the Amber Room supposed to have been lost? Five minutes later, ask some Ss to give their Answers:It was given the name because almost seven thousand tons of ambers were used to make 、The Amber Room was also made with gold and 、It was made for the palace of Frederick 、1716，F(xiàn)rederick William I gave it to Peter the Great, as a gift of 、Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summersIn 1941, those two countries were at army stole Comprehending After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the prehending : Now read the passage again and finish the exercises of Ss begin to do the a while, Teacher begin to collect the , teacher gives the 4 Postreading the passage again to get important information about the text In Search of the Amber fill in the blanks.(Page73 Best English)Step 4 Speaking or Reading aloud Play the tape for the students to listen and follow in order to let them know how to read the 5 Homework the text several exercise 3 on Page exercise 1 on Page 42(Ss’ Book)Record after teaching: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The Third Period為您服務教育網(Text analyses and language points)Knowledge: : ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder。Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of。 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 : the usage of some difficult words and the students’ ability to remove the difficulties while : the students’ ability to cooperate with what happened to the Amber Room the importance of protecting the cultural relics by learning the story of amber roomTeaching important points: the students’ ability to read different English the students’ ability to cooperate with difficulties: explanation of some difficult words and the students’ ability to remove the difficulties while 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 happened to this room chronologica