【正文】 n clearly learn about what happened to it. The tense used in the text is past tense. and understanding Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from IN SEARCH OF THE AMBER ROOM look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…, belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for… 5. Reading and transferring information Read the text again to plete the table, which lists all the numbers in the text. NUMBER MEANING 1716 Frederic William gave the Amber Room to Peter the Great as a gift. 1770 Catherine Ⅱ had pleted the adding to the Amber Room in this year. 1941 The Nazi German army stole the Amber Room in this year. 2021 The rebuilding of the Amber Room was pleted in this year. 7000 Tons The total weight of the ambers used to make the room. 55 The number of soldiers given to the king of Russia in return. 600 The number of the candles lighting the Amber Room. 2 The two countries: German and Russia. 2 In two days the Amber Room was removed to a German city. 100,000 The Amber Room was dismantled into 100,000 pieces 27 27 wooden boxes were used to contain the pieces of Amber Room. 300th The newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city and learning Read the text and learn more about the following proper nouns. You can surf on the website after class: Names of people Names of places Frederick Ⅰ Prussia Frederick William Ⅰ Peter the Great Konigsberg Catherine Ⅱ Winter Palace Summer Palace Ⅳ Closing down Closing down by doing exercises To end the lesson you are to do the prehending exercises No. 1 and No. 2. Closing down by having a discussion A. Can you imagine the fate of the Amber Room? What is it? B. Do you think if it is worthwhile to reproduce the Amber Room? Why? Keys for reference: A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly. B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time. Closing down by retelling the story of the Amber Room Well, all of us have learned the history of the Amber Room. Let?s recall some key words and expressions on the board. You are to retell the story of the Amber Room: Colour Style Shape owner present move to winter palace add to more details remove to pieces put on trains remain a mystery 300th birthday Period 2: A lesson plan for Learning about Language (The Restrictive and NonRestrictive Attributive Clause) Aims: To learn about the restrictive and nonrestrictive attributive clause To discover some useful words and expressions To discover some useful structures Procedures: I. Warming up Warming up by discovering useful words and expressions Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates?. Warming up by explaining Now, class, since you?ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a presentcontinuous tense. II. Learning about Attributive Clause 1. What is an adjective Clause? An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples: Adjective the red coat Adjective clause the coat which I bought yesterday Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually es after what it modifies, while an adjective usually es before. In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: informal The books people read were mainly religious. formal The books that people read were mainly religious. informal Some firefighters never meet the people they save. formal Some firefighters never meet the people whom they save. Here are some more examples of adjective clauses: the meat which they ate was tainted This clause modifies the noun “meat” and answers the question “which meat?”. They?re talking about the movie which made him cry This clause modifies the noun “movie” and answers the question “which movie?”. They are searching for the student who borrowed the book The clause modifies the pronoun “student” and answers the question “which student?”. Did I tell you about the author whom I met? The clause modifies the noun “author” and answers the question “which author?”. 2. Restrictive amp。 The Huang Long Scenic and Histioric Interest Are