【正文】 remained to be done. I’ll remain to see the end of the game. He remained silent after class. The door remained closed. a. The rest of the book ___is______ not very interesting. b. The rest of the group ___are_____ in the classroom. 5)the rest of …… 的其余部分 6)imagine + n./ doing/ sb. doing sth./ that clause Can you imagine life without electricity? I could hardly imagine living in that kind of place. I can’t imagine her marrying him. Can you imagine how worried I was then? I imagine that I have met you somewhere before. 7)look into 調(diào)查、了解、研究 1) The police are looking into all the records of the man. 2) He looks into her face with great interest. 3) I’ll look into the matter as soon as possible. Just have a little patience. 8)insist + n/ that …(should) do /that… insist on doing sth. a. He insisted that the money __________________(return) to him at once. b. He insisted that he ______________ (not steal)the money. c. I insisted on his __________ (go)there right away. 9) belong to 屬于 （ P1 L7）不可以用于被動(dòng)語(yǔ)態(tài)，或進(jìn)行時(shí) Correct the mistakes The house was belonged to an old lady. China is a country that is belonging to the Third World. As a writer, he really belongs the 18th century. This map is belonging on the table. 10)do with I didn’t know what to do with the old tree. The new teacher didn’t know what to do with the class. What have you done with the papers for the meeting? We have nothing else to eat, you have to do with some bread. I cannot do with loud noise. What to do with the problem? How to deal with the problem? Homework the reading the prehending exercises 3. Write down the Main idea of each paragraph the Ss to look for more cultural relics. The students can go to the library or use the Inter to search for information. Record after teaching: The Third Period (Reading and prehending) Knowledge: Learn some new phrases and some new sentence patterns. Ability: 1. Learn some detailed information about the Amber Room. 2. Improve the students’ reading ability. 3. Train the students’ ability to grasp key information while listening. 4. Train the students’ speaking ability. Emotion: 1. Train the students’ ability to cooperate with others. 2. Enable the Ss to talk about the story of the Amber Room Teaching important points: 1 .The new words and expressions。 3. Train the students’ ability to cooperate with others。 2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of。 do you know what it is called? Ss: The Amber Room. T: Yes, It’s called the Amber Room. What do you know about the cultural relic“the Amber Room”? T shows the Ss some pictures of “the Amber Room” Step 2 Fast reading: T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions: It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia. T:Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it) What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king) Read the text quickly, trying to get the main idea each paragraph. Discuss in your group of four. Ask Ss to speak out the Main idea of each paragraph: Amber Room has a strange history and something about its design and building. history of the Amber Room and its functions in Russia. II had the Amber Room moved to the palace outside St Petersburg and it became one of the great wonders. Nazi German army stole the Amber Room in 1941. After that what really happened to it remains a mystery. Russians and Germans have built a New Amber Room at the summer palace, following the old photos. Pair work T or F questions: 1. The Amber Room was not easy to make. 2. Catherine II didn’t like everything about the Amber Room when she first saw it. 3. The Amber Room was taken to Konigsberg and hidden there in 1941. 4. The Russians didn’t care about the Amber Room. 5. The Russians don’t think the Amber Room will ever be found. Step 3 Careful reading : Listen to the tape and follow it to read the text and answer the following questions: could the King of Prussia never think of his present to the Russian? He could never think of his present would have such a strange history. 2. Why was the gift given the name the Amber Room? Because about seven thousand tons of amber were melt to make it. 3. What shape can the amber be made into when heated? Any shape. 4. Is the Amber Room pure amber made with? No. It’s also made with gold and jewels. 5. Was the Amber Room specially made to be a gift? No, it wasn’t. 6. What was the Amber Room made for? For the palace of Frederick I. 7. What did the Czar give the King of Prussia in return? 55 of his best soldiers. 8. Where was the Amber Room first placed? In the Czar’s winter palace in St Petersburg. 9. What did Catherine II do to the Amber Room? She had her artists add more details to its design. 10. Is the Amber Room still in Russia? No, it isn’t. 11. Where is it now? No one knows. It remains a mystery. 12. What happened to the Amber Room? It was stolen by the Nazis and is missing now. 13. When did the Amber Room disappear? During the Second World War. 14. What were saved from the Amber Room? The furniture and small art objects. Step 4 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 exercises. T: Now read the passage again and finish the exercises of prehending. The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the